English Language Arts Module 2: Balanced Literacy

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. English LanguageArts & Reading

3. 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. English LanguageArts & Reading

4. 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. English LanguageArts & Reading

5. 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. English LanguageArts & Reading

6. 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 English LanguageArts & Reading

7. Oral Language English LanguageArts & Reading

8. Listening Comprehension • Listening and speaking go hand in hand. • Good listening skills will produce good speakers.

9. Listening • Students develop important reading comprehension strategies through listening comprehension. • Students develop good oral language skills through activities to promote listening comprehension.

10. Listening Comprehension Development • Instructional Strategies for Listening Development • Reading aloud books, both narrative and expository. • Combining listening comprehension activities with expressive oral language activities.

11. 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

12. Quantity and Quality Differences Quantity of words heard in a typical hour Quality of words heard in a typical hour 5 affirmations 11 prohibitions 12 affirmations 7 prohibitions 32 affirmations 5 prohibitions Welfare Working Professional 616 words 1,251 words 2,153 words Hart,B. & Risley, T. (1995) Meaningful Differences in the Everyday Experience of Young America Children. Baltimore: Paul H .Brookes.

13. 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.

14. Why is Home Literacy an Important Factor? • Home literacy is a determining variable in the acquisition of school literacy. Snow, 1983

15. 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

16. Oral Language Development Optimal Oral Language Development Scaffolding to Promote Development Click to climb the scaffold Provide feedback Child’s Current Oral Language Development Promote questions and conversation Request clarification Recast and expand ideas Use questions and prompts Model extended language

17. Oral Language Development • Instructional Strategies to develop Oral Language • Circle time experiences • Read-aloud sessions • Center time • Small group or one-to-one instruction

18. 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

19. Read-Aloud Sessions • Improve vocabulary • Build word knowledge • Strengthen extended discourse • Provide opportunities to explore the sounds, rhythms, and patterns of spoken language

20. Read-Aloud Sessions Things to Remember Before Reading Aloud • Choose books for read-alouds on a variety of topics. • Use appropriate before-reading strategies. • Build background knowledge. • Pre-teach new words and concepts.

21. Read-Aloud Sessions Things to Remember During Reading Aloud • 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.

22. Read-Aloud Sessions Things to Remember After Reading Aloud • Use appropriate after-reading strategies. • Discuss both simple (explicit) and complicated (implicit) questions. • Repeat – read favorite books. • Engage in story retelling.

23. Questions & Responses Ask Questions After Reading • Simple • Explicit • Who? What? When? Where? • Responses • Recall facts, events, and names • Focus on information in the text • Rephrase text that has just been read • Complex • Implicit • 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

24. Repeated Readings • Repeated story readings give children the opportunities to deal with text on a variety of levels. Morrow, 1988

25. 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

26. Steps to SuccessfulStory Retells Children retell independently. Children retell with teacher support. Teacher models story retell with props. Teacher reads story aloud.

27. 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

28. Modes of Assessmentfor Oral Language • Observe children • Monitor daily activities • Keep anecdotal records • Collect samples of work • Use checklists • Conduct progress monitoring assessments

29. Assessment • Requires 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.

30. 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.

31. Phonemic & Phonological Awareness English LanguageArts & Reading

32. Phonemic & Phonological Awareness PHONICS • the SOUNDS that LETTERS make; used to sound out / DECODE what words say

33. 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

34. Phonemic Awareness • The ability to HEAR the separate sequence of sounds in spoken words (involves auditory processing only).

35. Phonemic Awareness The most common barrier to learning word reading skills… • The inability to process language phonologically. Liberman, Shankweiler, & Liberman, 1989

36. Phonemic Awareness How do you teach it? • 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.

37. 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.

38. Phonemic Awareness Critical Skills • Isolate the sound Example: The first sound in map is /mmmm/. • Blending – put together Example: /mmm/ – / aaaa/ – /pppp/ is map. • Segmenting – pull apartExample: The sounds in map are /mmm/ – /aaa/ – /pppp/

39. 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.

40. 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

41. 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

42. 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/

43. m it s Word Families • it add, s, m, h, f • en add d, k, b, m, t Activity – Make Word Families

44. Phonemic Skills Typical Development Pattern • Claps words in sentences. • Claps syllables in words. • Can identify initial, end then middle sound. • Blends 3 - 4 phonemes in 1 syllable word. • Segments 3 - 4 phonemes in 1 syllable word. Distinguishes between which words sound the same and which are different. Identifies rhyming words. Produces a rhyming word. Can produce onset plus rhymes. Orally blends phonemes. Remember that all patterns have exceptions and variations may occur.

45. Assessing Phonemic Awareness • Assessment is used to drive and develop instruction. • Assess to find their ‘readiness level’.

46. Phonemic Awareness Formal Assessments • 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)

47. Phonics Formal Assessments • 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…

48. Summary • 2nd stage in reading • Phonological and Phonemic Awareness • Use Informal / Formal Assessments to develop a plan.

49. Alphabetic Principle English LanguageArts & Reading

50. Alphabetic Principle • The ability to recognize that letters represent sounds and that words are read in a L to R order. • Development • Letter Recognition • Letter-Sound Correspondence • Sounding Out Words • Words into Sentences