early literacy night 2007
DESCRIPTION
Presentation for parents on how they can help their early readers at home.TRANSCRIPT
Early Literacy:Helping Children on the Path to
Reading Success
Presented by:Presented by:
First Grade Teachers:First Grade Teachers: Melissa Hembrey,Melissa Hembrey,Amy Lederer, Whitney Malone,Amy Lederer, Whitney Malone,
Jenny Pendleton Jenny Pendleton Reading Specialist:Reading Specialist: Jeri PowersJeri Powers
AgendaAgendaAgendaAgenda
•Welcome and IntroductionsWelcome and Introductions•Why Early Literacy is CrucialWhy Early Literacy is Crucial•Assessment of Early LiteracyAssessment of Early Literacy•Fun Activities: Break-Out SessionsFun Activities: Break-Out Sessions•Questions and AnswersQuestions and Answers
Why Worry About Basic Early Literacy Skills?
Reality: Reading Trajectories are Established
Early
“Overall, national longitudinal studies show that more than 17.5% of the nation’s children – about 10
million children – will encounter reading problems in the crucial first three years of their schooling.”
--National Reading Panel Progress Report, 2000
Good, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27, 740-753.
Reality:Established Reading Trajectories
are Difficult to Change.
“Approximately 75% of students identified with reading problems in the third grade are
still reading disabled in the 9th grade.”--Shaywitz, et al., 1993; Francis et al., 1996
Good, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27, 740-753.
Reality:Traditional Direct Measures of
Reading Identify Trajectories Too Late
The best solution to the problem of reading failure is to allocate resources for early identification and prevention. It is a tragedy of the first order that while we know clearly the costs of waiting too long, few school districts have in place a
mechanism to identify and help children before failure takes hold. Indeed, in the majority of
cases, there is no systematic identification until third grade, by which time successful
remediation is more difficult and more costly. ---Joseph K. Torgeson, 1998
Goal: All Proficient
How do Children Acquire Essential Early Literacy Skills?
Family is the Root of a
Child’s Early Literacy
Experiences(IRA, 2003)
Characteristics of Families Whose Children Do Well in School
• Establish a daily family routine• Monitor and set limits on out-of-school activities• Model the value of learning, self discipline, hard work• Express high but realistic expectations for
achievement• Encourage children’s development and progress in
school• Encourage reading, writing, and
discussions at home• View reading as an enjoyable activity
– not homework• Use community resources
Time Spent Reading EachTime Spent Reading Each DayDay
The Power of Parents…
What young children learn…are deeply affected by their relationships
with parents, the behavior of parents, and the environment of the homes in
which they live.” (Primavera, 2000)
• Helping children recognize letters• Reading to children• Assisting children with reading and writing assignments
How Do We Make Sure Children Don’t Fall
Behind?
The best solution to the problem of reading failure is to allocate
resources for early identification and prevention…---Joseph K. Torgeson, 1998
Parents and Teachers Working Together…
When schools work together with families to support learning,
children tend to succeed not just in school but throughout life.
--Henderson Research Study, 1997
Findings from the National Reading Panel:
Big Ideas for Reading Instruction
PhonemicAwareness
Phonics
Vocabulary
Text Comprehension Fluency
www.nationalreadingpanel.org/
Literacy Assessments:
An Ongoing Process
• Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
• Benchmark Assessment• Diagnostic Word Study Inventory• Informal Teacher Assessments
How Do You Systematically Identify Struggling Readers Early?
DIBELS • Dynamic: Measures are administered on
frequent, ongoing basis• Indicators: Measures represent target
skills that indicate progress• Basic Early Literacy Skills: Skills that
are directly related to/facilitate later reading competence
Purpose of DIBELS• Identify children at-risk for reading
difficulty EARLY• Target early literacy skills that can
be developed by instruction and learning opportunities
• Evaluate the effects of interventions to reduce risk
Initial Sound
FluencyThis is a mouse, flowers, pillow, letters (point to each picture while saying its name).Mouse begins with the sound /m/ (point to the mouse). Listen: /m/, mouse. Which one begins with the sounds /fl/?
Phoneme Segmentation Fluency
I am going to say a word. After I say it, you tell me all the sounds in the word. So, if I say, “sam,” you would say /s/ /a/ /m/. Let’s try one. (one second pause). Tell me the sounds in “mop”
Ok. Here is your first word.
DIBELS Nonsense Word FluencyHere are some more make-believe words (point to the student
probe). Start here (point to the first
word) and go across the page (point across the page). When I say, “begin”, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.
DIBELS Oral Reading Fluency
Please read this (point)
out loud. If you get stuck, I will tell you the word so you can keep reading. When I say, “stop” I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the
passage). Begin.
Benchmark Reading AssessmentBenchmark Reading AssessmentAuthentic assessment that guides instruction.Authentic assessment that guides instruction.
*Helps to identify the specific strengths our *Helps to identify the specific strengths our students have and the skill areas where they need students have and the skill areas where they need
support support *Helps to monitor students' growth and *Helps to monitor students' growth and
development over time. development over time. *Ensure your teaching strategies are at the *Ensure your teaching strategies are at the
appropriate level appropriate level
Analyzing Errors for Instructional Analyzing Errors for Instructional DirectionDirection
Word StudyWord Study
The best differentiator between good and poor The best differentiator between good and poor readers is repeatedly found to be their readers is repeatedly found to be their knowledge of knowledge of spelling patternsspelling patterns and their and their proficiency with spelling-sound translations.proficiency with spelling-sound translations.
Marilyn Adams, Marilyn Adams,
Beginning to ReadBeginning to Read
Diagnostic Word Study AssessmentDiagnostic Word Study Assessment
Administered 3 times per yearAdministered 3 times per year Helps to track students’ Helps to track students’
progress and guide instructionprogress and guide instruction Allows for error analysis – Allows for error analysis –
determine what a child knows determine what a child knows and doesn’t knowand doesn’t know
Word Study StagesWord Study Stages
There is remarkableconsistency between the stages of spellingdevelopment and the
stages of reading acquisition.
(Ehri, 1997; Frith, 1985; Juel, 1991)
5 Big Ideas of Literacy
PhonologicalAwareness
PhonologicalAwareness
PhonicsPhonics
Comprehension
Comprehension
Vocabulary Vocabulary
FluencyFluency
Phonological Awareness“Playing with the Sounds of our Language”
Ability to recognize and manipulate sounds in words without attaching
printed letters.
»Rhymes and alliterations »Syllables»Sounds within words
Phonics
The relationship between written letters and the sounds they
produce
• Decode words when reading• Encode words when spelling• Sight words
Fluency
• Ability to read a text accurately, effortlessly, and with good expression.
Vocabulary• Understanding what words mean
when we see them in written materials, like books, or understanding words that people use when talking.
Comprehension• Understanding what you read and
the ability to communicate it to others. It is the reason for reading!
»Predicting»Summarizing»Main Idea»Answering and Generating Questions»Prior knowledge»Mental imagery»Self monitoring» Inferencing
Break-Out Sessions
• Designated tables are set up around the cafeteria.
• If you signed up for vocabulary, go to that station first.
• Other stations may be attended in any order.
• Timer will sound when time to rotate to next center.