K-2 Reading

1. K-2 Reading Connecting Waters Charter School 2009

2. Each of us has to have a helicopter view of the whole school and see one’s role and contribution in improving reading achievement for ALL students.

3. From the Helicopter: get above the daily storm and look down at the whole view with the goal in mind. SYSTEM VIEW Everyone in the school system shares the same goal… Making all students proficient readers by third grade and preventing reading failure • Good first instruction • Prevention measures-intervention • Monitoring growth and adjusting instruction

4. 4 Types of Assessment • Screening – All students • Diagnostic – Some students • Progress Monitoring – Some students • Outcome -State testing – Summative – All Students

5. Connecting Waters K-2 Students WRAT 4 Screening

6. Connecting Waters 2nd Graders on CST/STAR 2008 ELA Results 32% proficient

7. Using a Three Tier Model of Instruction Connecting Waters ___% ___% ___% Ideal Goal 5% 15% 80%

8. Curriculum Tier I Core Instruction Tier IIStrategic Instruction Tier IIIntensive Instruction

9. Instruction • Explicit, systematic • Direct Instruction as it is presented in the Teacher Editions of each program • Follow program sequence • Pace so materials are covered thoroughly by the end of the year

10. Content Training The National Reading Panel • In 1997, Congress asked the Director of the National Institute of Child Health and Human Development (NICHD), along with the Secretary of Education, to convene a national panel on reading. • The National Reading Panel (NRP) was asked by Congress to assess the status of research-based knowledge about reading, including the effectiveness of various approaches to teaching children to read. • The panel was made up of 14 people, including leading scientists in reading research, representatives of colleges of education, teachers, educational administrators, and parents. • The NRP met over a period of two years to discuss their findings and prepare the results in two reports and a video titled, "Teaching Children to Read."

11. Content Training The Five Critical Components of Reading Identified by the NRPR • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension Each is necessary, but none is sufficient by itself to learn to read.

12. Content Training Phonemic Awareness So…what is it really?

13. Content Training Phonemic Awareness is… The ability to recognize and manipulate phonemes (sounds) in spoken words by orally blending, segmenting, adding, and deleting them. Research-Based Methods of Reading Instruction: Grades K-3 ~ Sharon Vaughn and Sylvia Linan-Thompson

14. Content Training: Phonemic Awareness is a necessary phonological skill for learning to read and spell PhonologicalAwareness The ability to manipulate the sound system of spoken language, including words, rhymes, syllables, onset-rimes, and phonemes. Phonological awareness is a broad term encompassing phonemic awareness. p Continuum of Phonological Skills

15. PhonologicalAwareness Continuum Age 7-8 Deleting Phonemes In Clusters Segmenting Consonant Clusters Continuumof Phonological Awareness Deleting Phonemes Spelling Phonetically Segmenting 3 to 4 Phonemes Blending 3 Phonemes Age 6-7 p Continuum of Phonological Skills Blending Phonemes Matching Initial Consonants Counting Phonemes Counting Words in Sentences/Syllables in words Ages 4-6 Adapted from Louisa Moats Alliteration Rhyming by Pattern Reciting Rhyme Ages 3-4

16. Phonemic “Phacts” • It is a more highly related to learning to read (decode) than general intelligence, reading readiness, or listening comprehension. • It is a necessary, but not sufficient condition for learning to read. • It can be directly taught.

17. Phonemic “Phacts” How important is it? • It is the single most powerful predictor of reading success • It is the most important core and causal factor separating normal and disabled readers • It is equally important to learning to spell

18. Phonemic Awareness Why is it important to reading success? • It allows readers to map speech to print • “It is the Velcro on the brain that makes the phonics stick”

19. Phonemic Awareness Why is it important to reading success? Children who begin school with little phonological awareness have trouble acquiring alphabetic coding skill and thus have difficulty recognizing words. ~Keith Stanovich

20. Pronouncing English Consonant Sounds/Phonemes Continuous Consonant Sounds: /f/ /l/ /m/ /n/ /kw/ /r/ /s/ /v/ /w/ /x/ /y/ /z/ Stop Consonant Sounds: /b/ /c/ /d/ /g/ /h/ /j/ /k/ /p/ /t/

21. Voiced /d/ /b/ /v/ /g/ /z/ Unvoiced /t/ /p/ /f/ /k/ /s/ Pronouncing Confusing English Sounds/Phonemes Confusing sounds for readers/spellers with underdeveloped phonemic awareness

22. The doc was going town the steb. The van kept us gool in the head. I will infite you to my bardy. Pronouncing/Spelling Confusing English Sounds Confusing sounds for readers/spellers with underdeveloped phonemic awareness

23. The van kept us gool in the heat. The fan kept us cool in the heat. The toc was going town the steb. The dog was going down the step. I will infite you to my bardy. I will invite you to my party. Pronouncing Confusing English Sound/Spellings

24. /ch/ /j/ /dr/ /jr/ /tr/ /chr/ Omitting preconsonantal nasal sounds (nasal sounds that occur before a consonant that usually ends of a syllable) Jump Jup Stomp Stop Other Confusing English Sound/Spellings Confusing sounds for readers/spellers with underdeveloped phonemic awareness

25. Phonemic Awareness “It doesn’t come naturally from teaching children letter/sound correspondences, from engaging them in reading, or from giving them spelling drill.” ~ Marilyn Jager Adams

26. The two most important aspects of phonemic awareness are segmenting and blending. NRP 2000

27. Published materials for building solid Reading programs