Reading: From Phonemes to Syllabication

1. Reading: From Phonemes to Syllabication SPED 586: Methods

2. Review Aggression • What are the five types of aggression? • Name three reasons for bullying. • How should you respond/intervene verbally and nonverbally to aggressive behavior? • What are some ways to help curb oppositional behaviors?

3. Aggression • Verbal; Physical; Vandalism; Passive-Aggressive; Bullying • To gain control, attention, or materials; feel tough; to overcome jealousy or being bullied; copying another • a. Verbal – control volume; sound calm; show listening skills (restate thoughts and validate beliefs) b. Nonverbal – respect personal space; careful eye contact (but don’t stare); be prepared for an attack 4. Give limited choices; sets limits and rules; be consistent in interactions and consequences; post schedule; give more attention to appropriate behaviors; react to the student’s (or s’) mood

4. Building Literacy - agenda • ‘Text to Speech’ and back again • Resources • Rt-Reading-I Keys from IES (practice guide) • 5 Key components from the National Research Council • A must know for all educators • Know em’ and how to implement them • Fluency keys from TX • Syllabication

5. Language and Reading • There is a direct connection between language usage and reading (Spear-Swerling) http://www.ldonline.org/spearswerling/Specific_Language_Impairment • Language connects to reading in: • grammatical and syntactic development (e.g., correct verb tense, word order and sentence structure), • semantic development (e.g., vocabulary knowledge) and • phonological development (e.g., phonological awareness, or awareness of sounds in spoken language). • Just because someone uses a different language or improper language does not destine the person to difficulties with reading. Develop early interventions.

6. Language, Speech, and Reading • Use visuals or objects to initiate conversations about things that the student knows • Let the student talk about their experiences • Connect the conversation to literature at or below the student’s level • Once interest has developed, build in new ideas (compare v contrast or semantic mapping) and new literature at or slightly above the student’s level

7. Early Literacy Resources • IES Practice Guide: Helping students learn to read (Gersten et al., 2008) http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf • National Research Council: Five areas of reading achievement • TX Reading Center • FL Center for Reading Research www.fcrr.org • Research, research, and more research

8. IES Practice Guide (Gersten et al) 1. Screen all students for potential reading problems twice annually and monitor progress 2. Provide differentiated reading instruction for all students based on assessments of students’ current reading levels (tier 1). 3. Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on universal screening. Typically these groups meet between three and five times a week for 20–40 minutes (tier 2). 4. Monitor the progress of tier 2 students at least once a month. Use these data to determine whether students still require intervention. If no progress, then develop a tier 3 (possible EC) plan. 5. Provide intensive instruction daily that promotes the development of various components of reading proficiency to students who show minimal progress after reasonable time in tier 2 small group instruction (tier 3).

9. What do we teach? p21 Gersten et al

10. The Most Effective Kindergarten Teachers Reported and Demonstrated that they: • Group children by ability for at least a portion of language arts instruction. • Emphasize the development of facility with the alphabetic code and sight word identification • Value strategy instruction. • Instruct through modeling and scaffolding. • Teach responsively – modify classroom reading program (basals) to best meet the needs of the students. • Keep kids thinking and actively engaged (Vellutino)

11. Reading Components that require attention K-3 (National Research Council) • Comprehension http://www.literacy.uconn.edu/compre.htm • Fluency http://www.readingrockets.org/teaching/reading101/fluency • Phonemic awareness http://www.alphabet-soup.net/alphabite.html • Phonics http://www.starfall.com/ • Vocabulary http://www.wordcentral.com/

12. Research Findings (TX Reading Center) • Set up reading partners for reading aloud and answering comprehension questions • Set up a monthly reading schedule in your class • Provide timed readings with feedback and instruction • 1st grade = 60 • 2nd grade = 70 • 3rd grade = 90 • 4th and 5th grade 120 • 6th grade = 150

13. CLOVERS – a different approach • C closed • L consonant + -le • O open • V vowel team • E magic e • R r control • S schwa

14. Teaching through syllables Syllable: a syllable is a word or a part of a word that contains a vowel sound. Only those vowels in words help create syllables that one can hear. Thus final silent E is not an indicator of a separate syllable (e.g., came) You see 2 vowels but only hear one; therefore this word contains one syllable). The number of vowel sounds you hear in a word determines the number of syllables you have in a word. Only exception: C-le syllables. They are considered syllables even though you cannot hear final E pronounced. Reason: Final E was originally pronounced in an older version of English.

15. Closed • Single vowels are blocked in by one or more consonants. They can say their short sound. They occur in many one-syllabic and multisyllabic words: hat, bit, lock, ten, sen.sa.tion, fan.tas.tic

16. Open • Single vowels are not blocked in by any consonant. They can say their names, their long sound. They are most common in multisyllabic words: ro.ta.tion, me, she, hi, ri.ot, hy.phen

17. Schwa (muffled) • Each single vowel (a, e, I, o, u) can appear in a syllable that does NOT carry the accent, Then, these vowels can neither say their long nor their short sound but rather an “insulted” muffled sound: a schwa-sound. Schwa means “muffled” in Hebrew. A schwa sound or several can occur in any word that has more than one syllable: a.go, a.way, va.ca.tion, button, mu.se.um, cab.in gol.den

18. R – controlled • These syllables all contain a single vowel attached to letter R. R controls the sounds of the vowels and turns all of them into the same slurred “bossy R” sound. Er is the most common and –or and –ar must be in a suffix. ir, er, ur, -or, -ar: her.mit, firm, curb, act.or, per.pen.dic.u.lar

19. Vowel team • Two letter make one vowelish sound. These two letters can be 2 vowels or a vowel and a consonant (only w or y). The ones ending in a consonant are always a signal for the end of a syllable: o.bey, stay, boy, few, claw, blow

20. Magic e – the nurse • Single vowels that are blocked in by one consonant can say their names because final E gives them power to say their names. It occurs in many multi and mono-syllabic words name, fine, fume, Pete, rose

21. Consonant + le • Consonant-LE syllables are always at the end of a multi-syllabic word. They consist of a consonant and –le. They can have many syllable types in front of them. All sound like a barf-sound, thus they are referred to as “barfables.” NEVER break a barf! ca.ble, noo.dle, tem.ple, ri.fle, goo.gle

22. Your Turn It is important for students to see and hear the differences in these words. 1. Create a theme: landforms, US Constitution, math terms, etc. 2. List three examples of each C-L-O-V-E-R-S around your theme. 3. How could you arrange this information in a game format?

23. Upcoming Events • Literacy Quiz • IES practice guide recommendations • Five components of literacy instruction • Syllabication and CLOVERS • Secondary Reading • Unit Plan outline • Fall break is coming!!!!