Tools & Strategies for Enhancing Lectura

1. Tools & Strategies for Enhancing Lectura Doris Baker Jorge Preciado August 20-21, 2008

2. Acknowledgements • Amy Widmer • Carolina Preciado • Deni Basaraba • Fátima Rodgers

3. Word Recognition Processes • The same word recognition processes may operate across languages, but they take more time to acquire when the writing systems are more complex. In Spanish, the partial alphabetic phase may have a shorter life because decoding skills emerge sooner (Ehri, 2005).

4. Stages of Reading Development Ehri, 1995, Moats 2000

5. Getting to Know your Program • Assemble in groups of 2 or 3. Using your manual answer the questions as thoroughly as possible.

6. Tarjetas para la instrucción explícita: Características fundamentales 1. Explanation of task 2. Model, Lead, Test 3. Signals 4. Error Correction 5. Provides students plenty of opportunities to respond

7. Overview of Video Presentations: Unveiling Critical Features of Instruction

8. Critical features of Effective Instruction 1. Instructor models instructional tasks when appropriate (Model, Lead, Test). 2. Instructor provides explicit instruction. 3. Instructor engages students in meaningful interactions with language. 4. Instructor provides multiple opportunities for students to practice. 5. Instructor provides corrective feedback after initial student responses.

9. Continued 6. Instructor encourages student effort. 7. Students are engaged in the lesson during teacher-lead instruction (e.g., pacing, providing opportunities to respond, unison responses, feedback). 8. Students are engaged in the lesson during independent work (e.g., 90% success rate). 9.Students complete activities successfully at a high criterion level of performance (errorless learning).

10. Observe First Video • Will need a paper and pen/pencil. • Write down what critical features of instruction were displayed during the lesson. • What other “good” instructional practices did you observe?

11. What critical features did you see? • Select a peer. • Decide who talks first. • Continue to talk until I tell you to stop. • If you stop talking…your peer will prompt you. • Talk to a peer and discuss critical features of the lesson.

12. 1st Grade Reading Instruction • Pacing of lesson. • Teacher pacing and monitoring of student progress. • Immediate and constant feedback. • Model, Lead, Test (MLT). • Students are engaged in the lesson. • Clear and explicit directions by teacher. • Clear and effective signal. • Unison responses. • Students are successful.

13. Observe Second Video • Write down what critical features of instruction were displayed during the lesson. • What other “good” instructional practices did you observe. • Discuss your observations with a peer. Follow the same peer practice procedure as with the first video.

14. Templates • Model, Lead, Test (MLT) • Explicit directions • Corrective feedback • Part-firming (going back two) • Students engaged

15. Lines of Practice • Students are successful • Pair share reading • Read words with accuracy • Expression and fluency when reading connected text • Multiple opportunities to practice • Error corrections • Errorless learning

16. Observe Third Video • Write down what critical features of instruction were displayed during the lesson. • What other “good” instructional practices did you observe. • Discuss your observations with a peer. Follow the same peer practice procedure as with the first video.

17. Teaching Spelling • Explicit instruction • Breaks down task (e.g., Seven ducks/quack to music) • Student academic and behavioral expectations • Pre-correcting; prompting • Walking around (monitor student performance) • Immediate feedback • Clear signals • Clear consistent procedures • Increase of positive interactions with students

18. Power Phonics Lesson: Critical Features

19. Developing Lesson Maps: Issues to Consider • Start every day with a phonemic awareness activity. • New phonics elements should always be presented with phonics elements students have mastered already. • Prior to introducing the reading text practice with students word reading (the Fonética section) to develop automaticity (from the end of kinder to third grade!!) Use difficult and easy words to include the whole class.

20. Vocabulary • Teach vocabulary every day. Use words in the anthology or the Biblioteca Fonética. • Examples of vocabulary. Use Anita Archer routines and card #17 to explain new words. • Use card #16 to decode new words.

21. Symbols in the Lesson Maps

22. Organization of Activities in the Lesson Maps • Each activity lasts from 3 to 20 minutes • All students need to be engaged. If the activity is too difficult for some students, change it and work with this group of students during small group instruction. Scaffold activities based on students’ abilities. • Repeat the phonological awareness and phonics routines every day, but choose different words and present them in an unpredictable order.

23. Lines of Practice • NOTE: Lines of Practice are not for every student. If you have an intensive group, practice with them the sounds, syllables, and words. Do not go on to reading whole sentences and the decodable book until they are firm on their decoding skills. • Activity: Form a group of 5. One person will be the teacher. Practice modeling an activity using the lines of practice for your grade. Take turns being the teacher. After practicing, discuss with your group how you think your class would perform in this activity.

24. Relation between Spanish and English Phonics

25. Comparing the Spanish and English Orthographic Systems Spanish English 27 letters + 3 digraphs (rr, ll, ch) 26 letters 22-24 phonemes 42-44 phonemes 5 conditional rules 27 letter combinations + conditional rules All words are decodable Irregular words Orthographic System

26. Spanish Phoneme-Grapheme Corresponding Rules • “h” is silent • “c” is pronounced /s/ before “e” or “i” (/th/ in regional dialects) • “g” is pronounced /j/ before “e” or “i” • “z” is pronounced /s/” (/th/ in regional dialects) • “x” can be pronounced as /ks/ as in “taxi” or as /j/ as in “México” • “v” can be pronounced /v/ or /b/ (more common is /b/) • “w” and “k” are only used in foreign words • “u” is silent after “q”, or “g” preceding “e” or “i” • Word knowledge is the only source of information to assign stress in words unless the stress is orthographic (tiene un acento). Ex: nariz, susto, carnaval, melón.) (Signorini, 1997).

27. Spanish Syllable Types (According to Frequency and Level of Difficulty) Adapted from: Guirao, M., & Manrique, A. M. (1972). Fonemas, sílabas y palabras del español de Buenos Aires. Filología, 135-165.

28. English Regular Words (According to Level of Difficulty)*

29. Sequence for Introducing Letters* *Carnine, D., Silbert, J., Kame’enui, E., & Tarver, S. (2004). Direct Instruction Reading, (4th Ed.) NJ: Pearson, Prentice Hall.

30. Critical Features to Introducing Letters • Letters visually and/or auditorily similar – e, i; b, d, and b, p should separated by 13, 7, 13, and 6 letters • Other potentially confusing pairs (d, t; f, v; h, n; k, g; v, w; n, r) • Upper-case letters not the same in appearance as their respective lower-case letters are introduced after most lower-case letters are introduced. • Most useful letters are introduced before less useful letters. *Carnine, D., Silbert, J., Kame’enui, E., & Tarver, S. (2004). Direct Instruction Reading, (4th Ed.) NJ: Pearson, Prentice Hall.

31. Letter Combinations in English *Carnine et al. (2004).

32. Using the Sound-Spelling Cards Effectively • Place the cards where ALL students can see them. • Clearly separate Spanish and English spelling cards. • Refer to the cards as frequently as possible so students can visually see the sounds they are hearing.

33. Activity • Assemble in groups of 3 or 4. One person will be the teacher. Ask the rest of the group to write the words they will hear (choose words that are appropriate for the grade you will be teaching). • Practice using the sound spelling cards when you say a sound that might be difficult for your students (e.g. geranio, hablar).

34. Summary and Next Steps • Remember Ehri’s word recognition processes!! • Always model activities • Be explicit • Be systematic: follow the same teaching routines • Provide students with plenty of opportunities to practice newly learned skills!! HAVE A GREAT SCHOOL YEAR!!