English LanguageArts & Reading 1
English Language ArtsModule 2:
Balanced Literacy
English LanguageArts & Reading 2
ELA Module 2: Generalist EC-6 Educator Standards
Standard I. Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills.
Standard II. Phonological and Phonemic Awareness: Teachers of young students understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language.
Standard III. Alphabetic Principle: Teachers of young students understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways.
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ELA Module 2: Generalist EC-6 Educator Standards
Standard V. Word Analysis and Decoding: Teachers of young students understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities.
Standard VI. Reading Fluency: Teachers of young students understand the importance of fluency to reading comprehension and provide many opportunities for students to improve reading fluency.
Standard VII. Reading Comprehension: Teachers of young students understand the importance of reading for understanding, know the components of comprehension, and teach young students strategies for improving comprehension.
Standard X. Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young students.
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ELA Module 2: Grades 4-8 Educator Standards
Standard I. Oral Language: Teachers of students in grades 4-8 understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills.Standard III. Word Analysis Skills and Reading Fluency: Teachers understand the importance of word analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and reading fluency and provide many opportunities for students to practice and improve their word analysis skills and reading fluency.Standard IV. Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach students strategies for improving their comprehension. Standard VIII. Assessment of Developing Literacy: Teachers understand the basic principals of assessment and use a variety of literacy assessment practices to plan and implement instruction.
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ELA Module 2: Grades 8-12 Educator Standards
Standard I. English language arts teachers in grades 8-12 know how to design and implement instruction that is appropriate for each student, that reflects knowledge of the Texas Essential Knowledge and Skills (TEKS), that integrates all components of the English language arts (i.e., reading, writing, listening/speaking, viewing/representing), and that is based on continuous assessment.
Standard II. English language arts teachers in grades 8-12 understand the processes of reading and teach students to apply these processes.
Standard VIII. English language arts teachers in grades 8-12 understand oral communication and provide students with opportunities to develop listening and speaking skills.
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Components of Balanced Literacy
Oral Language
Phonemic and Phonological Awareness
Alphabetic Principle (*Region 4 includes this one, many publications only refer to the other 5 components)
Word Study/Literacy Development
Reading Fluency
Comprehension
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Oral Language
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Listening Comprehension
Listening and speaking go hand in hand.
Good listening skills will produce good speakers.
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Listening
Students develop important reading comprehension strategies through listening comprehension.
Students develop good oral language skills through activities to promote listening comprehension.
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Listening Comprehension Development
Instructional Strategies for Listening Development
Reading aloud books, both narrative and expository.
Combining listening comprehension activities with expressive oral language activities.
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Differences in Quantity of Words Heard
In a typical hour, the average child will probably hear
616 words Welfare
1,251 words Working Class
2,153 words Professional
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Quantity and Quality Differences
Quantity of words heard in a typical hour
Hart,B. & Risley, T. (1995) Meaningful Differences in the Everyday Experience of Young America Children. Baltimore: Paul H .Brookes.
5 affirmations11 prohibitions
12 affirmations7 prohibitions
32 affirmations5 prohibitions
616 words
1,251 words
2,153 words
Welfare
Working
Professional
Quality of words heard in a typical hour
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Importance of Adult-Child Conversations
Talking to adults is children’s best source of exposure to new vocabulary and ideas.
Starting Out Right, 1999.
As a teacher, they are listening to every word you say!
MODEL, MODEL, MODEL.
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Why is Home Literacy an Important Factor?
Home literacy is a determining variable in the acquisition of school literacy.
Snow, 1983
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Why is Home Literacy an Important Factor?
Early readers typically come from homes in which storybook reading is a frequent event.
Clark, 1984; Durkin, 1974/1975
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Oral Language Development
Child’s Current Oral Language Development
Model extended language
Use questions and prompts
Recast and expand ideas
Request clarification
Promote questions and conversation
Provide feedback
Optimal Oral Language
Development
Scaffolding to Promote DevelopmentClick to climb the scaffold
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Oral Language Development
Instructional Strategies to develop Oral Language
1. Circle time experiences
2. Read-aloud sessions
3. Center time
4. Small group or one-to-one instruction
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Circle Time Experiences
Sharing time
Show and tell
News of the day
Content-area discussions to build vocabulary
Finger-plays
Songs, chants, poems, nursery rhymes
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Read-Aloud Sessions
Improve vocabulary
Build word knowledge
Strengthen extended discourse
Provide opportunities to explore the sounds, rhythms, and patterns of spoken language
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Read-Aloud Sessions
Choose books for read-alouds on a variety of topics.
Use appropriate before-reading strategies.
Build background knowledge.
Pre-teach new words and concepts.
Things to Remember Before Reading Aloud
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Read-Aloud Sessions
Spend time on traditional tales and nursery rhymes.
Be animated.
Pause for discussion.
Don’t always show the illustrations; allow the children to develop visualization skills.
Things to Remember During Reading Aloud
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Read-Aloud Sessions
Use appropriate after-reading strategies.
Discuss both simple (explicit) and complicated (implicit) questions.
Repeat – read favorite books.
Engage in story retelling.
Things to Remember After Reading Aloud
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Questions & Responses
Simple
Explicit
Who? What? When? Where?
ResponsesRecall facts, events, and namesFocus on information in the textRephrase text that has just been read
Ask Questions After Reading
Complex
Implicit
How? Why? What if?
ResponsesMove away from what can be seen on the pageAnalyze and elaborate informationFocus on thinking about what has been read and prior knowledge (making inferences)Make connections
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Repeated Readings
Repeated story readings give children the opportunities to deal with text on a variety of levels.
Morrow, 1988
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Repeated Readings
After subsequent readings of the same text, children’s comments and questions increase.
Martinez & Rose, 1985
They discuss more aspects of the text and in greater depth.
Snow, 1983; Snow & Goldfield, 1983
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Steps to SuccessfulStory Retells
Teacher reads story aloud.
Teacher models story
retell with props.
Children retell with
teacher support.
Children retell
independently.
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Ten Ways to Retell a Story
Oral response
Puppets
Dramatization
Pretend-read to a stuffed animal
Roll-paper movie
Flannel-board
Tell it to an adult
Tell it on a tape
Draw and tell
Pretend-read with a friend
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Modes of Assessmentfor Oral Language
Observe children
Monitor daily activities
Keep anecdotal records
Collect samples of work
Use checklists
Conduct progress monitoring assessments
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AssessmentRequires using formal and informal assessments to
Determine what children know;
Determine what could be understood by the child with more practice and experience;
Plan and guide instruction for each child;
Provide information for teacher reflection about instructional practices; and
Provide information for modification of curriculum, instructional activities, and classroom routines as needed.
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Summary
Oral Language is the first step in Reading.
Connection between Listening and Speaking
Children must learn how to listen and to speak in order to be able to read.
VARIATIONS do occur.
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Phonemic & Phonological Awareness
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Phonemic & Phonological Awareness
PHONICS
the SOUNDS that LETTERS make; used to sound out / DECODE what words say
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Phonological Awareness
“The term refers to a general appreciation of the sounds of speech as distinct from their meaning. When that insight includes an understanding that words can be divided into a sequence of phonemes, this finer-grained sensitivity is termed phonemic awareness.”
Snow, Burns, & Griffin, 1998, p. 51
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Phonemic Awareness
The ability to HEAR the separate sequence of sounds in spoken words (involves auditory processing only).
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Phonemic Awareness
The inability to process language phonologically.
Liberman, Shankweiler, & Liberman, 1989
The most common barrier to learning word reading skills…
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Phonemic Awareness
Teach by blending and segmentation at the phoneme or sound break.
These are 2 critical skills that must be taught.
This is an auditory task.
How do you teach it?
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Phonemes
Phonemes – smallest unit of sound in spoken language.
The ability to hear and manipulate phonemes plays a crucial role in the acquisition of beginning reading skills.
The sound units (phonemes) are not inherently obvious and must be directly taught.
Although there are 26 letters in the English language, there are approximately 40 phonemes, or sound units, in the English language.
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Phonemic Awareness
1. Isolate the sound
Example: The first sound in map is /mmmm/.
2. Blending – put together Example: /mmm/ – / aaaa/ – /pppp/ is map.
3. Segmenting – pull apartExample: The sounds in map are /mmm/ – /aaa/ – /pppp/
Critical Skills
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Phonemic Awareness
Phonemic awareness is an auditory skill
Once children can understand the sound, then teachers can introduce the letters and manipulate them to form sounds and words.
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Phonemic Awareness
Other ways to teach phonemic awareness
Identify whether pairs of similar words are the same or different
Identify whether words rhyme
Identify whether words begin or end with the same sound
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Building Phonemic Awareness
Rhyme – usually the first experience with language
cat hat mat fat
Alliteration – attention on initial phonemes
seven silly songs
Syllables – segmenting words by sounds
Education Ed/u/ca/tion
Counting syllables – clap or tap
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Building Phonemic Awareness
Onset – Initial consonant or consonant cluster of a one-syllable word.
top /t/op shell /sh/ell
Rime – The vowel and consonant following the onset.
top t/op/ shell sh/ell/
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Word Families
it add, s, m, h, f
en add d, k, b, m, t
Activity – Make Word Families
itm
s
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Phonemic Skills
6. Claps words in sentences.
7. Claps syllables in words.
8. Can identify initial, end then middle sound.
9. Blends 3 - 4 phonemes in 1 syllable word.
10. Segments 3 - 4 phonemes in 1 syllable word.
Typical Development Pattern
1. Distinguishes between which words sound the same and which are different.
2. Identifies rhyming words.
3. Produces a rhyming word.
4. Can produce onset plus rhymes.
5. Orally blends phonemes.Remember that all patterns have exceptions and variations may
occur.
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Assessing Phonemic Awareness
Assessment is used to drive and develop instruction.
Assess to find their ‘readiness level’.
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Phonemic Awareness
Test of Phonological Awareness (TOPA) Torgeson, & Bryant (1993)
Lindamood Auditory Conceptualization Test Lindamood, H., & Lindamood, P. C. (1979)
Yopp-Singer Test of Phoneme Segmentation (K-1)
Rosner-Simon Auditory Analysis Test (Grade 2+)
Texas Primary Reading Inventory (TPRI) (K-2)
Tejas Lee (Spanish Version)
Formal Assessments
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Phonics
Woodcock Reading Mastery Test or Woodcock-Johnson Psychoeducational Battery-Revised
Diagnostic Assessments of Reading (DAR)
Roswell & Chall (1992)
Brigance Diagnostic Inventory of Essential Skills Brigance, (1980)
Others…
Formal Assessments
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Summary
2nd stage in reading
Phonological and Phonemic Awareness
Use Informal / Formal Assessments to develop a plan.
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Alphabetic Principle
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Alphabetic Principle
The ability to recognize that letters represent sounds and that words are read in a L to R order.
Development
1. Letter Recognition
2. Letter-Sound Correspondence
3. Sounding Out Words
4. Words into Sentences
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Teaching Alphabetic Principle
1st step – Letter Recognition
Knowing the names of the letters of the alphabet.
Knowing the sounds of the letters of the recognized letters of the alphabet.
Knowing that the same letter can be presented in upper or lower case form.
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Teaching Alphabetic Principle
2nd step – Letter-Sound Correspondence
Is explicit and systematic.
Presents initial instruction of the common sounds associated with individual letters.
Progresses to blending sounds together to read words.
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Guidelines
Teach more frequently-used letters and sounds.
Establish a logical order of introductions (the order will vary according to curriculum adoptions and reading theorists).
Begin with a productive sequence that permits student to make and read words as quickly as possible.
Logical order of introduction.
Teaching Letter-Sound Correspondences
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Guidelines
Begin with continuous sounds.
mmmm, ssss
Add stop (clipped) sounds.
d, p, t
Introduce a few letter-sound correspondences at a time.
By teaching 11 letter-sound correspondences, students can read over 100 words.
Provide plenty of practice.
Teaching Letter-Sound Correspondences
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Teaching Alphabetic Principle
3rd Step – Sounding Out Words
Students say each sound in a word and sustain that sound as they progress to the next.
Students put those sounds together to make a whole word. This must be taught explicitly.
Students sound out the letter-sound correspondences (silently) and then say the whole word.
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Teaching Alphabetic Principle
Sounding out practice – direct instruction
Start with short VC (vowel-consonant) and CVC (consonant-vowel-consonant) which have 2 or 3-letters in the words. Also, in which the letters represent their most common sounds in longer words (4 or 5-phoneme words).
KISS - Keep It Sweet and Simple.
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Teaching Alphabetic Principle
Sounding Out Words
Introduce words that do not contain consonant blends (e.g., / st /, / tr /, / pl /) until students are proficient with consonant – vowel – consonant words.
Begin with continuous sounds in early exercises to facilitate blending. Stop sounds may be used in final positions of words.
Try to introduce words in context, or words that students are familiar with.
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Teaching Alphabetic Principle
4th Step – Words to SentencesUse words from developed word lists before integrating into passages.Connect words to text.Introduce texts that are decodable.Allow opportunities to practice text to develop accuracy and fluency. Use sight words in text along with sounding out strategies.
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Successful Readers
Rely primarily on letter-sound correspondences in words rather than context or pictures to identity familiar and unfamiliar words.
Have reliable strategies to decode words.
During the alphabetic phase, students must have plenty of practice phonologically decoding the same words to become familiar with spelling patterns, so these words become automatic.
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Remember
Pronunciations of certain letter sounds in English and Spanish may vary from speaker to speaker depending upon the speaker’s region or country of origin.
Small mirrors can be used to help students who are having difficulty pronouncing sounds.
The combination of instruction in phonological awareness and letter-sounds appears to be the most favorable for successful early reading.
Haskell, Foorman, & Swank, 1992
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Summary
Alphabetic Principle is the understanding that all letters in the English language represent sounds and that words are read in a L to R order.
The Alphabetic Principle is crucial to the development of later reading success and is part of the development of reading.
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Word Study / Literacy Development
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Understandings about Reading Words
Students should come to understand
Some letters can represent more than one sound
Different letters can represent the same sound
Sounds can be represented by a single letter or combination of letters
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Instructional Word Study Strategies
How do you teach word analysis?
Identify and blend together all of the letter-sound correspondences in words
Recognize high frequency and irregular words
Use common spelling patterns
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Instructional Word Study Strategies
Use structural clues such as compound words, base words, and inflections
Use knowledge of word order and context to support pronunciation and confirm word meaning
**District curriculum will help discern common patterns and order of word introduction.
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Instructional Word Study Strategies
Decoding
Word Sorting
Irregular Words
Word Walls
Letter Combinations
Spelling Patterns
Syllable Patterns
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Word Study Strategies
Decoding is the process of converting printed words into their spoken forms by using knowledge of letter-sound correspondences and word structures.
The goal of decoding instruction is to provide students with word study strategies for reading words.
Decoding
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Word Study Strategies
Select words that
Consist of previously taught letters
Progress from short VC and CVC words to longer words
Are frequently used in texts
Represent familiar vocabulary
Decoding
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Word Study Strategies
Blend individual sounds without stopping between them
Follow sounding out of a word with its “fast” pronunciation
Move from orally sounding out words to silently “sounding out” words
Decoding
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Word Study Strategies
Students begin decoding regular words when they
1. Know the sounds that letters make
Phonemic Awareness
2. Know a few letter-sound correspondences
Alphabetic Principle
Students say the sounds for all the letters from left to right and blend the sounds together to pronounce and read regular words.
Decoding
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Word Study Strategies
Decoding requires knowledge of the structures of the language
Phonemic
Graphophonemic
Syllabic
Morphemic
Decoding
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Concepts Revisited
Phonemic Awareness – The ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds
Yopp, 1992
Graphophonemic Awareness – making the connection between letters (graphemes) and sounds
Syllable – the break in a word
Morphemes – the smallest unit of meaning
Review
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Word Study Strategies
Provide opportunities to make, sort, and read words that consist of letter-sound correspondences they have learned in English or Spanish
Teachers can model and scaffold learning during lessons to help all students successfully apply newly acquired letter-sound knowledge
Word Sorting
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Word Study Strategies
During these lessons, students focus on individual phonemes in words and blending sounds together to read words
Sorting words during the lesson encourages students to look carefully at the way words look and sound
Word Sorting
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Word Study Strategies
Consist of some letters that do not represent their most common sounds
Can often be partially decoded to determine the correct pronunciation
Tend to be high frequency words
Sometimes referred to as sight words
Irregular Words
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Word Study Strategies
Teach the most frequently occurring irregular words
Introduce irregular words before students encounter them in stories
Limit the number introduced in a single lesson
Irregular Words
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Word Study Strategies
Introduce and group words by different categories on a wall / board / chart
Help students learn to read and spell important words
Word Walls
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Word Study Strategies
Select words from reading programs, high-frequency word lists, etc.
Add a limited number of words gradually
Display in a highly visible, accessible place
Word Walls
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Word Study Strategies
Categorize words in a variety of ways
Alphabet (ABC order)
# of letters in words
CV, CVC, etc
Incorporate a variety of word wall activities
Encourage use of the word wall during independent reading and writing
Provide many opportunities for practice
Word Walls
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Word Study Strategies
Letter combinations are groups of consecutive letters that represent a particular sound or sounds in words
The most common combinations are usually taught first
Letter Combinations
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Word Study Strategies
Consonant blends – the combined sounds of two or three consonants that can occur in words.
Consonant digraph – a combination of consonants that represent one unique sound.
Letter Combinations
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Word Study Strategies
Vowel combinations or pairs – two adjacent vowels in the same syllable representing a single speech sound.
P / EA / CE – the / EA / makes one long e sound.
Letter Combinations
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Word Study Strategies
Spelling patterns are letter sequences that frequently occur in a certain position in words.
Spelling patterns are also known as phonograms.
Words that contain the same phonogram form word families.
(/ ack / back, jack, lack, knack)
Spelling Patterns
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Word Study Strategies
Decoding by analogy to known words.
Students ask
“What words do I know that look the same?”
“What words do I know that end (or begin) with the same letters?”
Spelling Patterns
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Word Study Strategies
A syllable is a word or part of a word that is made with one opening of the mouth
Every syllable has one vowel sound
Syllable Patterns
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Word Study Strategies
Help students make generalizations about words they can already pronounce
Provide a strategy for pronouncing and reading unfamiliar words based upon their orthography or the way they are spelled
Syllable Patterns
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Word Study Strategies
Closed Syllable (CVC) Consonant / Vowel / Consonant
Ends in at least one consonant,the vowel is short.
Open Syllable (CV) Consonant / Vowel
Ends in one vowel, the vowel is long.
Syllable Patterns – Six Types
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Word Study Strategies
Vowel – Consonant - e (VCe or CVCe) Ends in one vowel, one consonant, and a final e. The final e is silent and the vowel is long.
Vowel + r SyllableHas an r after the vowel, the vowel makes an unexpected sound.
Syllable Patterns – Six Types
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Word Study Strategies
Vowel Pair SyllableHas two adjacent vowels. Each vowel pair syllable must be learned individually.
Final Stable SyllableHas a final consonant - l - e combination or a non-phonetic but reliable unit such as -tion / shun /. The accent usually falls on the preceding syllable.
Syllable Patterns – Six Types
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Word Study Strategies
Compound words – two words that are put together to make a new word
carport
doorway
daycare
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Word Study Strategies
Inflectional endings
English: -s, -es, -ing, -ed
Spanish: -mente, -ito, -s, -es
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Word Study Strategies
Base words
Un / friend / ly
How many more can you think of?
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Word Study Strategies
Suffixes and prefixes
English: re-, un-, con-, -ness, -ful
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Word Study Strategies
Syntax and ContextUsed to
Support word identification.Confirm word meaning.
Student asks“Does that sound right here?’“Does that make sense?”
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Summary
Word Study and Literacy Development is essential in the developing of Reading.
There are many Word Study instructional strategies that can be used to enhance word analysis skills.
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Reading Fluency
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What is Fluency?
Fluency is a combination of reading speed, accuracy and prosody
Automaticity = comprehension
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Fluency & Automaticity
Automaticity
is a precursor to effective fluency
implies a quick and accurate level of recognition, such as the ability to quickly and accurately associate sounds with letters in order to read words
is achieved through many opportunities for practice on a regular basis
**it’s like driving a car-you do it automatically.
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Why is Fluency Important?
Fluent readers are able to focus their attention on understanding the text and are therefore better able to interpret the text, make connections and analyze materials.
NAEP, 1995
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Why is Fluency Important?
Non-fluent readers must focus their energies on decoding and accessing the meaning of individual words, thus leaving little attention free for comprehension.
Samuels and Laberge, 1974
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Fluency and Comprehension
Fluent word recognition is the key to good reading comprehension.
Fluency is related to listening and reading comprehension, vocabulary development, and motivation to read.
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Assess Fluency Ratesand Levels
Informal and Formal assessments can be used to determine a child’s fluency rate so that appropriate instruction can be developed and designed.
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Fluency Progress
If the goal is to improve fluency -then students MUST chose books and passages at their Independent Level so they can practice.
Fluency should be assessed weekly for those readers who are struggling.
Monitor Fluency Progress.
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Instructional Fluency Strategies
1. lots of independent reading at their independent reading level – SSR
2. repeated readings3. taped assisted reading4. echo reading5. shared reading6. choral reading7. partner reading8. readers’ theater
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Summary
The understanding that Fluency is connected with Reading.
Without Fluency there would be little comprehension.
Fluency Rate - how many words are read per minute.
Fluency Levels - the levels at which a child reads.
Independent Level is the level to develop fluency.
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Comprehension
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What is Comprehension?
Understanding what you have read
Learning from what you read and applying information
It is more than just asking questions to assess student understanding
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How Do We Instruct for Comprehension?
“Commonly, the instructional procedures for developing comprehension are to simply have students read material and answer questions . . . . However, reading and answering is TESTING comprehension not TEACHING comprehension.”
Bell, N. (1991) Visualizing and verbalizing for language comprehension and thinking. Paso Robles, CA: Academy of Reading Publications.
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Assessment Drives Instruction
Determining what students know and don’t know informs your instruction.
Reading Inventories such as the TPRI and the TeJas Lee can be used as a diagnostic tool to help drive your instruction.
There is a comprehension section of the TPRI which we will examine later.
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Teaching Comprehension Strategies
You must EXPLICITY teach comprehension strategiesTEACH
What a given comprehension strategy is, why it’s important and when to use it Which comprehension strategies work best in certain instancesHow to apply different strategies to different types of texts and reading situations
Expository and Narrative texts
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Comprehension Strategies
1. Teacher Read Alouds
2. Different Types of Texts
3. Before Reading
4. During Reading
5. After Reading
6. Graphic Organizers
7. Questioning Strategies
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Comprehension Strategies
Read Alouds
Comprehension strategies can be demonstrated and modeled during teacher read alouds.
All students, regardless of age and level of reading, need daily opportunities to hear good narratives and interesting expository books read aloud.
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Different Types of TextsNarrative Texts
Tell stories
Follow a familiar story structure
Include short stories, folktales, myths, fables, autobiographies, biographies, fantasies, historical fiction, mysteries, science fiction, plays
Expository Texts
Informative
Present information in different ways
Provide a framework for comprehension of content-area textbooks
Include informational books, content-area textbooks, newspapers, magazines, brochures, catalogues
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Improving Comprehension
Asking questions
Having meaningful discussions
Using graphic organizers
Can help students develop and extend meaning and make connections to personal experiences before, during, and after reading
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Instructional Comprehension Strategies
The teacher teaches students how to monitor their understanding and comprehension by implementing
Before Reading Strategies
During Reading Strategies
After Reading Strategies
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Instructional Comprehension Strategies
Before Reading Strategies
Prepare and make connections and predictions by activating prior knowledge
Use K-W-L chart
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K-W-L Charts
Used with expository texts
What I Know What I Want to Know What I Learned
What are some ways you use K-W-L Charts with your students?
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Instructional Comprehension Strategies
During Reading
Monitor understanding and correct any difficulties
Use Fix Up Strategies – these are strategies that students can learn to use to monitor their understanding
Example – Get the Gist
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Instructional Comprehension Strategies
Get the GistTo identify the main idea / gist of the paragraph.
Read 1 paragraph at a time.Determine the main idea by.
Naming the who or what?The most important thing that happened to the who or what?Put it together in 10 words or less.
Tell a partner.Write it down.Create a summary - Do this for each paragraph.Repeat with next paragraph - 5 paragraphs.
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Instructional Comprehension Strategies
During Reading – Asking Questions
Each group is to develop 1 question (broad) to be used as a fix up strategy. Post all the questions. Students are to refer to these questions as they read to monitor their understanding.
Sample question – Does this make sense?
You have just developed a reading center!
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Instructional Comprehension Strategies
Before Reading Questions
1. What does the title tell me about the story?
2. Do I know anything about this topic already?
3. Are there any pictures? What can the pictures tell me?
4. What is my goal for reading this passage?
What do I want to learn?
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Instructional Comprehension Strategies
During Reading Questions
1. Does this sentence make sense? Does this paragraph make sense so far?
2. What have I learned?
3. Do I still have questions?
Write down the questions in the margin, or on sticky notes and place beside the area that is confusing, or the area that you may still have questions about.
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Instructional Comprehension Strategies
After Reading Questions
1. Did I learn any new words?
Write them down in my dictionary.
2. What was this mainly about? Can I summarize this and get the gist?
3. What was the most important thing that I learned?
Did I reach my goal?
4. Is there anything else I want to learn about?
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Instructional Comprehension Strategies
During ReadingOther instructional strategies to use during reading
Think – pair - share Turn to your neighbor Response cards Pinch cards
Partner reading Choral reading Echo Reading
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Instructional Comprehension Strategies
After ReadingProvide summary of what was read and make connections. This helps students
Identify what was most important.Make inferences.Remember what they read.
Put all your “get the gists” together to make a complete summary.Fill in the L of the K-W-L chart.
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Instructional Comprehension Strategies
Graphic Organizers
Helps those visual learners connect to information
Activates prior knowledge
Helps students remember important elements
Guides students to think about a passage in an organized manner
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Instructional Comprehension Strategies
Graphic Organizers
Some different types of graphic organizers include
1. Webs
2. K-W-L Charts
3. Maps (e.g., brainstorming, story, concept, semantic)
4. Venn diagrams
5. Timelines
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Putting It All Together
Did they understand what they read?
Use questioning strategies to monitor comprehension understanding during the reading.
Students can monitor their understanding by using the QAR question strategies.
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Instructional Comprehension Strategies
Be Critical Thinkers and teach students to ask relevant questions.
Introduce QAR – this is a questioning technique that transfers the control of questioning from the teacher to the students.
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Instructional Comprehension Strategies
QAR - Question Answer Response
Level 1 questions – the answers are right there in the passage.
Level 2 questions – the answers are found in different parts of the text.
Level 3 questions – the answer is mostly in the passage and partly in the reader’s mind.
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Questions & Responses
SimpleExplicit
Who? What? When? Where?
ResponsesRecall facts, events, and names.Focus on information in the text.Rephrase text that has just been read.
Ask questions before, during, and after reading
ComplexImplicit
How? Why? What if?Responses
Move away from what can be seen on the page.Analyze and elaborate information.Focus on thinking about what has been read and prior knowledge (making inferences).Make connections.
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Assessment Drives Instruction
Did they understand what they read?
If not, go back and determine what they need to work on
Explicit / Implicit Questions
Fluency
Word Recognition
Alphabetic Principle
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Summary
Comprehension is the goal in reading.
Comprehension is NOT just answering questions.
Effective comprehension instruction helps students understand what they read to become strategic, metacognitive readers.
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Conclusion
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Balanced Literacy Components
1. Oral Development
2. Phonological Awareness
3. Alphabetic Principle
4. Word Study/Literature Development
5. Fluency
6. Comprehension