teaching our children to read: building a solid foundation · teaching our children to read:...
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Teaching our Children to Read: Building a Solid
Foundation
Presented by Michelle Nichol
August 2015
Research Building Blocks for Teaching Children to ReadO Five key components of all reading
instruction:
O Phonemic awareness, phonics, fluency,
vocabulary, and text comprehension
O Instruction must be multisensory and
provide our students with authentic learning
experiences
The Language of LiteracyO Phoneme: smallest part of the spoken language—one spoken
sound (if has two phonemes /i/ /f/
O Grapheme: smallest part of the written language—one written sound (could be b, d, f, or ch, -ck, ea)
O Phonics: understanding that there is a relationship between phonemes and graphemes.
O Phonemic Awareness: ability to hear, manipulate sounds in spoken words
O Phonological Awareness: Phonemic awareness as well as ability to work with rhymes, words, syllables, onsets and rimes
O Syllable: a word part that contains a vowel and a sound (e-vent, news-pa-per)
O Onset and Rime: initial consonant is the onset and a rime is the part of the syllable that contains the vowel and all that follows (ex: sw/im, b/ag)
A Multisensory Approach
O By combining music, movement, pictures and words you can create activities that are highly effective, easy to remember, and fun for our students!
O Regular practice and repetition in order for children to retain phonics skills
O Activities that appeal to all five senses
O clay, playdough, sand, paint bags, legos, cubes, magnetic letters, sandpaper, puffy paint, matching and sorting, books on tape, songs, chants, poems, games, scavenger hunts, reader’s theatre, word wall, rainbow words, wiki sticks, etc.
Fluency
O The ability to read text accurately and
quickly.
O Read just like we speak.
O Fluent readers recognize words and
comprehend at the same time
O Ways to build fluency:
O Student-adult reading, choral reading, tape
assisted reading, partner reading, reader’s
theatre
Vocabulary
O Four types of vocabulary: listening, speaking, reading, writing
O Teaching vocabulary helps with comprehension
O Active engagement with vocabulary improves word reading
O Students should have repeated exposure to vocabulary in many different contexts
O This also includes teaching prefixes, suffixes, base and root words to help determine meaning
O Teaching context clues helps students determine the meaning of vocabulary
Comprehension is the
ultimate goal!
25-40% of our students nationwide are getting remedial reading instruction in
school.
Schools can reduce this to 7% by providing high quality reading
instruction in Kindergarten and First Grade.
PROJECT READO Project Read (PR) is a phonics program which
focuses on decoding, encoding, and comprehension strategies using a multisensory approachO Systematic approach to phonics
O Specifically tailored to grades K-3
O Allow time to practice phonemic awareness, sound/symbol recognition, syllabication, word formation, sentence composition, story reading, and kinesthetic/tactile memory
O The alphabet, 44 speech sounds and vocabulary of our language are the core principals of this system
Where Does it fit?O Project Read has been used in K-2 for the last
several years. Students are familiar with the vocabulary and strategies
O Grades 1 and 2 will continue to use Project Read for whole class instruction.
O This is a 30 min daily phonics lesson that should be embedded into your literacy block.
O This phonics skill should connect to all other literacy instruction that takes place throughout the week.
O As of now, next year Grade 1 will introduce Wilson Fundations and phase out Project Read.
Components of Project Read
•PHONICS COMPONENTS-
•Concepts, Scope and Sequence,
Sound/Symbol Organization Chart, Spelling
(generalizations), and Handwriting (swing,
slide, climb and whoops)
IntegratingO Project Read scope and sequence will be followed for
phonics and spelling skills
O Traditional spelling lists are not used—focus on the skill
and test students on application
O Differentiation is important!
O Use literature, chants, songs, poems etc. and keep
learning styles in mind
O Instruction should be meaningful, lively, and engaging
O Create opportunities to apply phonics skills through
self selected reading and writing activities
Alphabet
O Birth story, consonants and vowels
O See video (Unit 1, Lesson 1)
O Vowels--Puppets
O Mr. Ed
O Ms. Odd
Video on Consonant M
O 8 steps for introducing sound/symbol
O letter formation
O sky writing/memory box
O word building: spell tabs, finger spelling
(see handout)
Project Read Strategies
O Introduction of letters and sounds starting in Kindergarten
O Name, recognition of letter and sound, formation, placement on the writing line, and position in the alphabet sequence
O Blends and Glides
O Demonstration of mixing bowl and slide
O The “H” Brothers
O ch, wh, th, sh
O Magic “e”
O Special saying for words ending with a silent “e”
O Magic wand
O Jellybean and Elephant Words
O Vowel teams
RED WordsO Irregularly spelled words—tap out with your arm
O Sight words consist of 50-70% of all text read
O Refer to Dolch words as well as RED WORDS to
integrate all developmentally appropriate sight word
vocabulary
Bonnie Kline StoriesO Used to reinforce concepts in print
O Great for fluency practice
Unit and Mastery TestsO How and when to use them
Wilson FundationsO Wilson Fundations for K-3 is a phonological/phonemic
awareness, phonics and spelling program for the general education classroom.
O Based upon the Wilson Reading System® principles and serves as a prevention program to help reduce reading and spelling failure.
O 30-minute daily lesson
O Carefully sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, and spelling.
O Critical thinking, speaking and listening skills are practiced during Storytime activities.
O Targeted small group intervention is available for students in the lowest 30th percentile.
Principals of Instruction
O Explicit
O Students learn through modeling and doing
O Systematic
O Sequential and cumulative
O Motor Memory Learning
O Repetition
O Multiple opportunities to practice
O Feedback
Fundations Covers the Five Areas of Reading
Phonemic
Awareness
Phonics Fluency Vocabulary Comprehension
Strategies
• Make it
Fun
• Word Play
• Word Talk
• Echo/Find
Letters
and Words
• Sky Writing
• Echo/
Letter
Formation
• Drill
Sounds
• Echo Find
Sounds
• Word of
the Day
• Word Play
• Word Talk
• Dictation
• Fluency Kit
• Story Time
• Trick
Words
Reading
• Dictation/
Sentence
• Word of
the Day
• Word Play
• Trick Word
• Student
Notebooks
• Echo Find
Words
• Word Talk
• Story Time
• Storytime
Fundations Phonemic Awareness Training
O Provides student with explicit and systematic instruction to develop a solid understanding of letter names and sounds
O Phoneme segmentation
O Finger Blending and Skywriting
O Decoding and Encoding
O Nonsense words are used to help practice decoding
O Every lesson begins with drill practice
Phonics and Word Study
O Articulation of sounds
O Clip consonants
O T is /t/ not /tu/
O Elongate vowels
O a- aaaaaaaaaaaaaaapple - /a/
O This program teaches our students through two types of words
O Phonetically regular (controlled sounds)
O Irregular (high frequency words)
O Sound/Symbol relationships, blending and segmenting, syllable structure, and suffix endings
Total Word Structure
O Position in a word
O Surrounding letters and sounds
O Vowel sounds and types of syllables
O Syllable Types
O Closed (twist), vowel consonant e (hope), open
(she), r controlled (bark), vowel digraph/diphthong
(town), consonant le (table)
O Students learn how to mark up word structure
Word of the Day and Word Talk
O High Frequency Words are called Trick Words
O They focus on meaning
O Repetition is essential
O Vocabulary is taught through the meanings
of words as well as how to use context clues
to determine meaning
Storytime Activities
O Allow for vocabulary instruction and the
development of comprehension skills.
O Done one time per week
O Teaches students that we read like we
speak—scoop the phrases
O Before, During, and After reading strategies
are included
O Close reading is addressed
Spelling
O Spelling is immediately related to reading and the relation of letters to sounds
O If a student can read it, they should be able to spell it
O Students learn how to segment and spell words with a decoding pattern
O Students use letter board tiles
O Teacher uses sound cards
O Students learn how to spell words with multiple spellings
O Students learn spelling rules
Focus on Fluency
O Fluency is described as an accurate reading
of connected text with appropriate rate and
expression
O Students are taught fluency using text on
the student’s independent reading level or
fluency passages
O Students are taught to read in phrases
Handwriting
O Closely linked to sound/symbol instruction
O Skills are taught with a tactile and kinesthetic approach
O Level K
O Begins with lowercase letters
O Spends a significant amount of time on lower and uppercase letter formation
O Students learn how to sit appropriately, place paper and hands properly, grip the pencil right, and form the letter correctly.
O Sky line, plane line, grass line, worm line
Unit Tests
O Unit tests are included and should be
administered at the end of every unit.
O It is recommended that students do not
move on to the next unit unless they have
80% mastery of content
O Progress Monitoring should be conducted
regularly to ensure all students are
demonstrating proficiency
Classroom Set Up
O Carpet Area for whole group instruction
O Students should have optimal desk work
opportunities to apply skills taught
O Name plates from Fundations should be on
the desk
O Fundations alphabet should be displayed
O Posters and visual aids should be at eye
level
Home School Connection
O Student Home Packet is provided for every
unit to send home to parents
O This teaches the parents what is being
taught and how
O Activities for extra support are included
O www.nichd.nih.gov -
O Helping Your Child Learn to Read: A Parent’s
Guide Preschool through Grade 3
How will we use the program…
O Kindergarten will implement Fundations to
the whole class beginning this year. They
will follow the complete sequence of the
program
O Grades 1 and 2 will use Fundations as an
intervention
O Refer to the Intervention Placement Inventory
Questions??