BUILDING BLOCKS FOR READING Building a Foundation for Reading through Phonemic Awareness, Phonics and Fluency Module 1

1. BUILDING BLOCKS FOR READINGBuilding a Foundation for Reading throughPhonemic Awareness, Phonics and FluencyModule 1

2.  A Message from Delaware Department of Education� Dear Parents and Guardians, We recognize you as your child�s first teacher. What you do with your child will impact him or her for a lifetime. We feel it is vital for you and your child�s teacher to work closely to connect literacy activities between home and school. We also know that one of the best things you can do is to read to your child on a daily basis and have your child read to you. Thank you for taking time to learn more and for caring about our Delaware Children! Sincerely, Sandra Meyers and Paula Burdette DE Dept. of Education Briefly discuss expected outcome, structure of two part presentations, goals, follow up(?) evaluation(?) Discuss briefly how the NRP results have provided us with the necessary building blocks and impacted what we know about reading success Parents play a critical role in: Helping prepare their children for reading instruction In monitoring instruction In observing progress In advocacy if their child is struggling with reading Briefly discuss expected outcome, structure of two part presentations, goals, follow up(?) evaluation(?) Discuss briefly how the NRP results have provided us with the necessary building blocks and impacted what we know about reading success Parents play a critical role in: Helping prepare their children for reading instruction In monitoring instruction In observing progress In advocacy if their child is struggling with reading

3. Becoming a reader involves: Using language in conversation Singing and playing language games Listening and responding to stories read aloud Recognizing and naming the letters of the alphabet Connecting sounds to letters to figure out the �code� of reading Reading often so that recognizing words becomes easy and automatic Learning and using new words Understanding what is read To understand the connection between a child�s early experiences with spoken language and learning to read, you might think of language as a four-legged stool. The four legs are talking, listening, reading, and writing. All four legs are important; each leg helps to support and balance the others. (Helping Your Child Become A Reader) From: www.nifl.gov/partnershipforreading/publications/reading_first2.html 1- discuss importance of exposing children to language, (research has shown us that to enable children to become readers, we need to engage them in language opportunities OFTEN, giving them opportunities to speak as well as to listen: encourage children to describe events, games they like, etc. Ask open questions that encourage children to �talk� and not just respond with yes or no answers. Ex: What did you enjoy most about school today? Why? (Facilitator should ask audience to generate some examples) 2- Singing, listening to rhymes and language games help focus awareness on the sound system (activity on next slide) 3- importance of involving the child in discussion of materials read to them, make discussing what�s read a normal part of the process � before, during and after reading (this will be covered in depth in Storybooks and Storytelling) Stress the importance of exposing ALL children to non-fiction, expository text 4- show alphabet towers and demonstrate for alphabet automaticity, children�s books (Alphabet Adventure, etc.) 5- supports phonemic awareness, phonics � more in depth discussion follows on these last four items 6- supports fluency 7- supports vocab 8- comprehension, the ultimate goalTo understand the connection between a child�s early experiences with spoken language and learning to read, you might think of language as a four-legged stool. The four legs are talking, listening, reading, and writing. All four legs are important; each leg helps to support and balance the others. (Helping Your Child Become A Reader) From: www.nifl.gov/partnershipforreading/publications/reading_first2.html 1- discuss importance of exposing children to language, (research has shown us that to enable children to become readers, we need to engage them in language opportunities OFTEN, giving them opportunities to speak as well as to listen: encourage children to describe events, games they like, etc. Ask open questions that encourage children to �talk� and not just respond with yes or no answers. Ex: What did you enjoy most about school today? Why? (Facilitator should ask audience to generate some examples) 2- Singing, listening to rhymes and language games help focus awareness on the sound system (activity on next slide) 3- importance of involving the child in discussion of materials read to them, make discussing what�s read a normal part of the process � before, during and after reading (this will be covered in depth in Storybooks and Storytelling) Stress the importance of exposing ALL children to non-fiction, expository text 4- show alphabet towers and demonstrate for alphabet automaticity, children�s books (Alphabet Adventure, etc.) 5- supports phonemic awareness, phonics � more in depth discussion follows on these last four items 6- supports fluency 7- supports vocab 8- comprehension, the ultimate goal

4. On the Ning Nang Nong On the Ning Nang Nong Where the cows go BONG! And the monkeys all say BOO! There�s a Nong Nang Ning Where the trees go PING! And the tea pots Jibber Jabber Joo. On the Nong Ning Nang All the mice go CLANG! And you just can�t catch �em when they do! So it�s Ning Nang Nong! Cows go BONG! Nong Nang Ning! Trees go PING! Nong Ning Nang! The mice go CLANG! What a noisy place to belong Is the Ning Nang Ning Nang Nong!!! --Spike Milligan Facilitator: Stress that playing with language CAN be a fun experience for both parent AND child. Read �On the Ning Nang Nong� to parents and talk about what they notice about the poem. What do they think their children might notice? Explain to them that after a couple of readings they could begin to pause and let their children chime in with the rhyming word. Model this having them fill in the blanks. Example: So it�s Ning Nang Nong Cows go __________! Nong Nang Ning! Trees go __________! Nong Ning Nang! The mice go ________! They can ask their children to replace the rhyming words with new ones of their own. And finally� it could be lots of fun to ask a child to describe (or even to draw) their �mental picture� of what it would be like to live on the Ning Nang Nong. Facilitator: Stress that playing with language CAN be a fun experience for both parent AND child. Read �On the Ning Nang Nong� to parents and talk about what they notice about the poem. What do they think their children might notice? Explain to them that after a couple of readings they could begin to pause and let their children chime in with the rhyming word. Model this having them fill in the blanks. Example: So it�s Ning Nang Nong Cows go __________! Nong Nang Ning! Trees go __________! Nong Ning Nang! The mice go ________! They can ask their children to replace the rhyming words with new ones of their own. And finally� it could be lots of fun to ask a child to describe (or even to draw) their �mental picture� of what it would be like to live on the Ning Nang Nong.

5. What are the building blocks for reading? Phonemic Awareness Phonics Fluency Vocabulary Comprehension Facilitator: Refer participants to Put Reading First handout. Draw participants into a discussion as to why these skills are being referred to as building blocks. Discussion of need to provide a framework for reading skills, use analogy to reinforce the concept that when we build we must make sure that each level along the way is secure before we add the next layer. Children become readers step by step. By age 7, most children are reading. Some take longer than others, and some need extra help. When children receive the right kind of help in their early years, reading difficulties that can arise later in their lives can be prevented. (Helping Your Child Become A Reader) ***The state DOE is working closely with instructional staff to assure that best practices according to scientifically based reading research are being applied in classrooms statewide. A view into your child�s classroom would show teachers and other reading support personnel working closely with students in each of these areas as they progress through the stages of reading development. Facilitator: Refer participants to Put Reading First handout. Draw participants into a discussion as to why these skills are being referred to as building blocks. Discussion of need to provide a framework for reading skills, use analogy to reinforce the concept that when we build we must make sure that each level along the way is secure before we add the next layer. Children become readers step by step. By age 7, most children are reading. Some take longer than others, and some need extra help. When children receive the right kind of help in their early years, reading difficulties that can arise later in their lives can be prevented. (Helping Your Child Become A Reader) ***The state DOE is working closely with instructional staff to assure that best practices according to scientifically based reading research are being applied in classrooms statewide. A view into your child�s classroom would show teachers and other reading support personnel working closely with students in each of these areas as they progress through the stages of reading development.

6. The all-important foundation for this structure is� �Early success at reading is clearly one of the keys that unlock a lifetime of reading habits. We now understand that children who crack the spelling-to-sound code early appear to enter something like a positive feedback loop, a reciprocal effect in which reading increases their ability to read.� � Anne Cunningham and Keith Stanovich (report to NAESP) --- facilitator should summarize this statement A child�s love of language starts in the home. Rhyming and word games, discussions at the dinner table and reading together are all critical ways parents can foster and nurture reading skills. Begin with the skills that provide a strong foundation, adding new skills, etc. Discuss how each building block provides a framework for success at the next level. Comprehension is the end result and requires mastery of the preceding skills. �Early success at reading is clearly one of the keys that unlock a lifetime of reading habits. We now understand that children who crack the spelling-to-sound code early appear to enter something like a positive feedback loop, a reciprocal effect in which reading increases their ability to read.� � Anne Cunningham and Keith Stanovich (report to NAESP) --- facilitator should summarize this statement A child�s love of language starts in the home. Rhyming and word games, discussions at the dinner table and reading together are all critical ways parents can foster and nurture reading skills. Begin with the skills that provide a strong foundation, adding new skills, etc. Discuss how each building block provides a framework for success at the next level. Comprehension is the end result and requires mastery of the preceding skills.

7. Phonemic Awareness �Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words.� Phonemic awareness is a subcategory of Phonological awareness. Phonological awareness is a much broader focus including hearing, identifying and manipulating larger parts of spoken language. Phonological awareness includes: Sensitivity to rhyme and alliteration (the repetition of consonant sounds - usually at the beginning of words- example: Peter Piper picked a peck of pickled peppers) Ask audience to give other examples. Awareness that sentences can be divided into words. Words can be divided into syllables. Syllables can be divided into onset-rime (/m/ - /at/) and, finally, words can be divided into their individual units of sound (phonemes)/ or� phonemic awareness Facilitator: Draw participant�s attention to the fact that these skills begin with the largest units of sound that children will notice and continue to the smallest unit as their ability to discriminate sounds evolves. Most children will develop this skill automatically with exposure to language and literature. Parents are not expected to �teach� this skill, but it is important to understand why it may be difficult for some children. Facilitator will do a sound counting activity with participants, emphasizing that we are counting sounds in words and NOT letters-�How many letters do you see?� �How many sounds do you hear?� Each will receive an Elkonin type page in their handout. Participants will be given tongue depressors to tap out the sounds in words. (tongue depressors can be decorated as part of make and take) Boxes can later be used in phoneme grapheme mapping exercise for phonics section. Phonemic awareness is a subcategory of Phonological awareness. Phonological awareness is a much broader focus including hearing, identifying and manipulating larger parts of spoken language. Phonological awareness includes: Sensitivity to rhyme and alliteration (the repetition of consonant sounds - usually at the beginning of words- example: Peter Piper picked a peck of pickled peppers) Ask audience to give other examples. Awareness that sentences can be divided into words. Words can be divided into syllables. Syllables can be divided into onset-rime (/m/ - /at/) and, finally, words can be divided into their individual units of sound (phonemes)/ or� phonemic awareness Facilitator: Draw participant�s attention to the fact that these skills begin with the largest units of sound that children will notice and continue to the smallest unit as their ability to discriminate sounds evolves. Most children will develop this skill automatically with exposure to language and literature. Parents are not expected to �teach� this skill, but it is important to understand why it may be difficult for some children. Facilitator will do a sound counting activity with participants, emphasizing that we are counting sounds in words and NOT letters-�How many letters do you see?� �How many sounds do you hear?� Each will receive an Elkonin type page in their handout. Participants will be given tongue depressors to tap out the sounds in words. (tongue depressors can be decorated as part of make and take) Boxes can later be used in phoneme grapheme mapping exercise for phonics section.

8. Why does it matter? Before children learn to read print, they need to become aware of how the sounds in words work. Discuss WHY this matters in terms of decoding ability (word attack skills) when faced with an unknown word. Writing and reading go hand in hand. As your child is learning one, he is learning the other. Phonemic awareness allows children to segment the sounds in a word in order to write (show examples of early phonetic writing). Encouraging children to write messages, etc. will strengthen this skill. Remember� correct spelling is not the issue in the early stages of this process. It�s much more important to encourage stretching words to hear and write each sound. Discuss WHY this matters in terms of decoding ability (word attack skills) when faced with an unknown word. Writing and reading go hand in hand. As your child is learning one, he is learning the other. Phonemic awareness allows children to segment the sounds in a word in order to write (show examples of early phonetic writing). Encouraging children to write messages, etc. will strengthen this skill. Remember� correct spelling is not the issue in the early stages of this process. It�s much more important to encourage stretching words to hear and write each sound.

9. How can you help? �Anytime/anyplace� activities Games and activities to create Books to support phonemic awareness 1- describe activities that can be done in the car, waiting in line at the supermarket, etc. Grandma�s suitcase (model this activity, explain how game can be varied according to skill)***facilitators will need poster representation of suitcase � laminated, dry erase marker and eraser) Oddity tasks� Which of these words begin/end the same � balloon�cat�bike? At home, in the car, in the supermarket: �I spy something that begins like mom.� In the car: �Who can find the most things that begin like top? �Can you find any other things here that begin like pineapple?� (pears, peaches, pumpkins) Create tongue twisters (alliteration). Explain that: It doesn't matter how phonemes are spelled in the tongue twister as long as the phoneme is consistent.� These are ORAL language activities, and children will not see the spellings. Example: Annie ate an apple. �ate� begins with the correct letter, but is using the wrong sound. Cats and kittens cry for Christmas would be correct, since the /k/ sound is consistent at the beginning of each of these words. 2 and 3- Refer to presentation handout for activities 1- describe activities that can be done in the car, waiting in line at the supermarket, etc. Grandma�s suitcase (model this activity, explain how game can be varied according to skill)***facilitators will need poster representation of suitcase � laminated, dry erase marker and eraser) Oddity tasks� Which of these words begin/end the same � balloon�cat�bike? At home, in the car, in the supermarket: �I spy something that begins like mom.� In the car: �Who can find the most things that begin like top? �Can you find any other things here that begin like pineapple?� (pears, peaches, pumpkins) Create tongue twisters (alliteration). Explain that: It doesn't matter how phonemes are spelled in the tongue twister as long as the phoneme is consistent.� These are ORAL language activities, and children will not see the spellings. Example: Annie ate an apple. �ate� begins with the correct letter, but is using the wrong sound. Cats and kittens cry for Christmas would be correct, since the /k/ sound is consistent at the beginning of each of these words. 2 and 3- Refer to presentation handout for activities

10. guidelines for using books that deal playfully with language: read and reread the stories; comment on the language use; encourage predictions of sound, word, and sentence patterns; comment on or elicit specific aspects of sound patterns (e.g., "What sound do you hear at the beginning of all those words?"); and be creative in inventing new versions of the language patterns utilized in the stories. Refer participants to booklist for phonemic awareness in handoutguidelines for using books that deal playfully with language: read and reread the stories; comment on the language use; encourage predictions of sound, word, and sentence patterns; comment on or elicit specific aspects of sound patterns (e.g., "What sound do you hear at the beginning of all those words?"); and be creative in inventing new versions of the language patterns utilized in the stories. Refer participants to booklist for phonemic awareness in handout

11. Phonics The relationship between the letters of written language and the sounds of spoken language. Discuss: Phonemic awareness and phonics are NOT the same thing. Phonemic awareness relates to the sounds of spoken language. Phonics is the understanding that there is a predictable relationship between sounds and letters, as used in written language. The goal of Phonics instruction is to help children gain the understanding that there are systematic and predictable relationships between written letters and spoken sounds. Knowing these relationships helps early readers recognize familiar words accurately and automatically and decode new words. While English has many spelling irregularities, learning phonics provides a firm foundation for reading most words and for learning strategies to decode the irregularities (Armbruster, Lehr, & Osborn, 2001). Only 10% of words are irregular� children will be able to directly apply phonics skills to 90% of the words they read. Phonics instruction has also been proven to be highly effective for children experiencing reading problems (Armbruster, Lehr, Osborn, 2001). Discuss: Phonemic awareness and phonics are NOT the same thing. Phonemic awareness relates to the sounds of spoken language. Phonics is the understanding that there is a predictable relationship between sounds and letters, as used in written language. The goal of Phonics instruction is to help children gain the understanding that there are systematic and predictable relationships between written letters and spoken sounds. Knowing these relationships helps early readers recognize familiar words accurately and automatically and decode new words. While English has many spelling irregularities, learning phonics provides a firm foundation for reading most words and for learning strategies to decode the irregularities (Armbruster, Lehr, & Osborn, 2001). Only 10% of words are irregular� children will be able to directly apply phonics skills to 90% of the words they read. Phonics instruction has also been proven to be highly effective for children experiencing reading problems (Armbruster, Lehr, Osborn, 2001).

12. How can you help? �Anytime/anyplace� activities Games and activities to create Literature to support phonics 1-in the car or supermarket� Word Hunt� have children search for words on signs, etc. that include pattern being studied in class. (example: find short vowel words, (CVC � briefly explain that this pattern �closed syllable- will cause the vowel to say it�s short sound, vowel silent e words, or words with consonant blends, consonant clusters, etc.) The object here is to draw attention to patterns in words. 2- facilitator � Create sorting mat for use with word cards. After sorting mats are made (12 x 18 construction paper), give participants sets of word cards to sort. Move among groups discussing rationale for grouping. add word lists to handout OR- do phoneme/grapheme mapping exercise 3- refer participants to list of literature supporting phonics� introduce Alphabet Keeper (on next slide) 1-in the car or supermarket� Word Hunt� have children search for words on signs, etc. that include pattern being studied in class. (example: find short vowel words, (CVC � briefly explain that this pattern �closed syllable- will cause the vowel to say it�s short sound, vowel silent e words, or words with consonant blends, consonant clusters, etc.) The object here is to draw attention to patterns in words. 2- facilitator � Create sorting mat for use with word cards. After sorting mats are made (12 x 18 construction paper), give participants sets of word cards to sort. Move among groups discussing rationale for grouping. add word lists to handout OR- do phoneme/grapheme mapping exercise 3- refer participants to list of literature supporting phonics� introduce Alphabet Keeper (on next slide)

13. The Alphabet Keeper Facilitator: Summarize the story up to this point� The Alphabet Keeper keeps all her letters caged up in the dark. One day the letters escape and begin to fly around, each making its own special sound. The window is open and a gust of wind carries them outside. The Alphabet Keeper begins to chase the letters as they go off on an adventure. They begin to make things very difficult for the alphabet keeper by using their sounds to change the environment while she attempts to recapture them. Pause before keying in the word �cloud�, allowing participants the opportunity to say the word themselves. Facilitator: Summarize the story up to this point� The Alphabet Keeper keeps all her letters caged up in the dark. One day the letters escape and begin to fly around, each making its own special sound. The window is open and a gust of wind carries them outside. The Alphabet Keeper begins to chase the letters as they go off on an adventure. They begin to make things very difficult for the alphabet keeper by using their sounds to change the environment while she attempts to recapture them. Pause before keying in the word �cloud�, allowing participants the opportunity to say the word themselves.

14. Fluency �Fluency is the ability to read a text accurately and quickly.� Put Reading First: The Research Building Blocks for Teaching Children to Read (Armbruster, Lehr, & Osborn, 2001) Stress that, of the two, accuracy is the most important. In order to gain meaning from text readers must have accurate word reading skills. If a child read the word �rabbit� as �robot� how would that affect their understanding of the story being read?Stress that, of the two, accuracy is the most important. In order to gain meaning from text readers must have accurate word reading skills. If a child read the word �rabbit� as �robot� how would that affect their understanding of the story being read?

15. Why does Fluency matter? Because non-fluent readers focus much of their attention on figuring out words, they have less attention to devote to comprehension. Briefly explain the reading process � i.e., reading happens in working memory, if available processing is used up by decoding, etc., there is no room left for effective comprehension of text -- cognitive �desk space� --- Almost all complex behaviors that humans master include a set of underlying subskills that have been learned to an automatic level so that attention is devoted to higher goals. Reading fluency depends on the development of many underlying processes that must be so well learned that they can be carried out effortlessly while the mind devotes itself to making meaning. LETRS module 5, p.61 Briefly explain the reading process � i.e., reading happens in working memory, if available processing is used up by decoding, etc., there is no room left for effective comprehension of text -- cognitive �desk space� --- Almost all complex behaviors that humans master include a set of underlying subskills that have been learned to an automatic level so that attention is devoted to higher goals. Reading fluency depends on the development of many underlying processes that must be so well learned that they can be carried out effortlessly while the mind devotes itself to making meaning. LETRS module 5, p.61

16. Repeated practice increases skill in many areas� Playing a sport Playing an instrument Driving a car Keyboarding Reading works the same way!

17. Accurate word reading is very important� Students must first know how to read words accurately before benefits can be accrued from practice! LETRS, Module 5, Moats

18. How can you help? Begin at the beginning! letters and sounds words Choosing what to read �I do, we do, you do.� 1- begin with letter fluency, move to letter patterns, then whole word ,then reading passages provide example sheets for each in packet facilitator will refer participants to fluency handouts which provide examples of all of these 2- Parent reads passage first, parent and child read together, then child reads alone. child should read each passage at least three or four times �Repeated reading procedures that offer guidance and feedback are effective for improving word recognition, fluency, comprehension, and overall reading achievement through Grade 5. � National Reading Panel, 2000 3- passage should always be at reading level where child has mastery- NOT A TIME TO CHALLENGE YOUR CHILD! All materials used for fluency should be well within the child�s comfort zone. Facilitator: let participants know that this will discussed in more detail on next slide Fluency is increased when students: develop instant, efficient word recognition practice repeated reading of text receive appropriate feedback and guidance Facilitator: Refer to sample fluency drills in packet. Explain the use of fluency chart. For a one minute timed reading: Total number of words read, minus number of errors equals words correct per minute. Mistakes: parent should wait three seconds and then supply the correct word so that child can continue Involve child in setting reasonable fluency goals, chart progress to show weekly improvement. 4- parent should offer a prosodic model for child to copy Facilitator� model dysfluent reading of selected passage, follow with model of fluent reading of passage. Examples of word, phrase, and whole text fluency readings will be included in activity packet. Simple fluency chart to track WCPM will be included in packet. 1- begin with letter fluency, move to letter patterns, then whole word ,then reading passages provide example sheets for each in packet facilitator will refer participants to fluency handouts which provide examples of all of these 2- Parent reads passage first, parent and child read together, then child reads alone. child should read each passage at least three or four times �Repeated reading procedures that offer guidance and feedback are effective for improving word recognition, fluency, comprehension, and overall reading achievement through Grade 5. � National Reading Panel, 2000 3- passage should always be at reading level where child has mastery- NOT A TIME TO CHALLENGE YOUR CHILD! All materials used for fluency should be well within the child�s comfort zone. Facilitator: let participants know that this will discussed in more detail on next slide Fluency is increased when students: develop instant, efficient word recognition practice repeated reading of text receive appropriate feedback and guidance Facilitator: Refer to sample fluency drills in packet. Explain the use of fluency chart. For a one minute timed reading: Total number of words read, minus number of errors equals words correct per minute. Mistakes: parent should wait three seconds and then supply the correct word so that child can continue Involve child in setting reasonable fluency goals, chart progress to show weekly improvement. 4- parent should offer a prosodic model for child to copy Facilitator� model dysfluent reading of selected passage, follow with model of fluent reading of passage. Examples of word, phrase, and whole text fluency readings will be included in activity packet. Simple fluency chart to track WCPM will be included in packet.

19. Wrap up of Module 1 Q & A What comes next Evaluation Thank you! Vocabulary and Comprehension will be covered in Module Two � Storybooks and StorytellingVocabulary and Comprehension will be covered in Module Two � Storybooks and Storytelling