1 literacy paraprofessional training module arkansas department of education special education unit
TRANSCRIPT
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The Friembly BogOne ubom a tmie there was a friembl dobl. His name was jake. Jake belombeb to bavig and bhte. Davib and Beth aar tins. They ae nime yearas dol.
On e tome jak went down to the cellar. H was a ducket of soab. The tins wer doing to wash the car. He liked some soap buddles out fo the ducket. When he darked, dig dubbles ca me out of hi s muth!
Last sum mre Jak founb a frenb. His frien sqw a tac named freb. They blayde all bay. They nar aroumb and aruombb tye yarb. Jake chased the tac ub te tre. Freb climbed up easily. Jake tribe t and tribe dut ehe slib back bown!
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Task ForceTask Force Cindy O’Riley, Coordinator Arkansas Personnel Development, ADE, SEU
Ann Addison, Paraprofessional, Sheridan School District Donna Alliston, Professional Development Coordinator,AR Dept. of Health and Human
Services,Division of Child Care and Early Childhood Education Mary Calloway, School Improvement Supervisor, ADE
Melanie Crider, Paraprofessional, Clinton School District Karen Massey, Early Childhood Coordinator, SWAEC/EC
Lisa Oden, Instructor, SAU-Tech Rhonda Saunders, SEA, Early Childhood, ADE, SEU
Debbie White, Teacher, Cabot School District Diane Stockman, Teacher, Cabot School District
Dale Ball, Special Education Supervisor, Newport School District Joyce Sullivan, Special Education Supervisor, Beebe School District
Chenell Loudermill, Speech/Language Pathologist, Little Rock School District Jana Breyer, Paraprofessional, Sheridan School District
Lisa Haley, Coordinator, SIG Literacy Rose Mary Burks, Consultant,SIG Literacy
Susan Friberg, Consultant, SIG Literacy
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Goals of Literacy Module Gain an awareness and understanding of Arkansas initiatives and the frameworks.
Understand the role of the five essential elements of literacy.
Understand how to apply systematic and direct practice to assist students in acquiring literacy skills.
Apply instructional techniques and content that will reinforce effective reading instruction.
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Research Findings In Literacy
Five Essential Elements of Reading
Phonemic Awareness Phonics Fluency Comprehension Vocabulary
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English Language Arts Frameworks
Standards
Oral and Visual Communications Writing Reading Inquiring/Researching
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Arkansas Literacy Initiative Pre K Ella 3 and 4 year olds Ella K-1 Elf 2-4 Smart Start K-4 Smart Step 5-8 content strategies
Literacy Lab 5-8 English Language Arts
Next Step 9-12 content strategies
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Pre K Ella
Professional development for early childhood educators
Provides a literacy foundation for young children
Standards based as related to the Arkansas Early Childhood Education Frameworks
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ELLA K-1Effective Literacy 2-4
The Reading Process
Phonemic Awareness
Word Study (Spelling/Phonics Development)
Vocabulary
Comprehension
Reading Fluency
Writing Development
Assessment
Flexible Grouping
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Smart Start
A comprehensive plan for student achievement,
that includes:
• 1. Standards – the frameworks• 2. Professional Development• 3. Student Assessment• 4. Accountability
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Literacy Lab
Strategic Reading with Comprehension Instruction Writing Instruction Vocabulary Instruction Word Study Assessment
Grades 5-8
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Smart Step/Next Step
Constructive Meaning Building Comprehension Interactive Learning Analyzing to Understand Writing to Learn
Grades 5-12
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Five Essential Elements of Reading
1. Phonemic Awareness 2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension
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Components of Phonological Awareness
Rhyming
Identify and producing words that sound the same.
Simple oral activities:
Do these words rhyme?
Tell me a word that rhymes with _
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Components of Phonological Awareness
continued
Segmentation
Breaking whole words into individual sounds or
word parts.
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Components of Phonological Awareness
continued Onset and Rime
Onsets and rimes are parts of spoken language that are smaller than syllables but larger than phonemes.
Onset – initial consonant sound of a syllable Rime – vowel and all that follows
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Components of Phonological Awareness
continued Isolation/Grapheme Identification
Identification of one phoneme by position in a word,
the knowledge of sound symbol correspondence.
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Components of Phonological Awareness
continued
Deletion
Manipulation of root words, syllables, and
phonemes in a word.
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Components of Phonological Awareness
continued
Substitution
To isolate a phoneme in a word, then change it to another phoneme forming a new word
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Components of Phonological Awareness
continued
Blending
Combining individual phonemes to form words.
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Components of Phonological Awareness
continued
Decoding
Generalizing knowledge of sound/symbol correspondences and blending sounds
into unknown words.
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Phonemic Awareness
The ability to notice, think about, and work with the individual sounds (phonemes) in spoken words.
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Phonics
Phonics is the understanding that there is a
predictable relationship between phonemes,
(sounds of spoken language) and graphemes,
(the letters and spellings that represent those
sounds in written language).
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Phonics Instruction
Teaches students to connect letters or written language with the individual sounds they make when spoken.
Teaches students how to use letter-sound relationships to read or write words.
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Fluency
The ability to read a sentence, paragraph, or any text accurately and quickly.
Reading with speed, accuracy, and proper expression; not hurried
reading.
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Factors Related to Sustaining Fluency and Phrasing
Recognizing and solving words in a quick, automatic way.
Recognizing phrase units.
Being aware of and using punctuation.
Activating and using background knowledge.
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Factors Related to Sustaining Fluency and Phrasing (continued)
Understanding and using the organizational structure
of the text.
Using meaning and language structure to monitor reading (making sure reading makes sense and sounds right).
Predicting at the word, phrase, and text level.
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Fluency Instruction
Methods to practice fluency:
Adult-Student share reading Choral/Echo Reading Taped Reading Paired Reading
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Vocabulary
v Understanding what words mean by v themselves and in sentences.
v Understanding word meanings to read
v with fluency and comprehension.
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Vocabulary Instruction The act of teaching vocabulary prior to introducing a passage or text to
students. 1. Pre-read selected reading material 2. Consider vocabulary that needs to
be introduced to students 3. Teach vocabulary before student
reads text
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Comprehension
The Reason for Reading
Understanding what sentences, paragraphs, and stories are trying to tell us.
Making sense of what we hear and read.
Understanding what has been read.
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Strategies in Development of Comprehension
Prediction – asking students to tell what they think will happen.
Apply background knowledge – asking students to tell what they know about a topic.
Retell – asking students to retell in his/her own words what they have just read.
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Comprehension Instruction
Active Thinking
Students think about what the words mean and picture them in their minds.
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What Struggling Readers Need
Targeted Intervention
Explicit instruction Systematic instruction (in order) More time on task More practice
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DIBELS Dynamic Indicators of Basic Early Literacy Skills
DIBELS Measures Phonemic Segmentation Fluency
• Letter Naming Fluency• Nonsense Word Fluency• Word Use Fluency• Oral Reading Fluency
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DRADevelopmental Reading
Assessment Used in K-3 Classrooms
Literature Based Instructional Reading Program
A set of 20 stories that increase in difficulty
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Diagnostic Assessments
Benchmark Assessment – Arkansas criterion-referenced test of literacy and math that is aligned to frameworks.
Iowa Test of Basic Skills – Norm – referenced Test of reading comprehension and math problem solving.
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Connections
“Good readers rely on background knowledge to help them make sense of text. Ignoring existing prior knowledge puts readers at a great disadvantage. It is vital that students make connections when they read. It’s up to teachers to show them how.” - Chris Tovani from
I Read It, But I Don’t Get It