Oregon Reading First Institute on Beginning Reading I Cohort B

1. Oregon Reading First Institute on Beginning Reading I Cohort B Day 2: Five Big Ideas of Reading Instruction August 24, 2005

2. Oregon Reading FirstInstitutes on Beginning Reading Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education Professor, College of Education University of Oregon University of Oregon Michael D. Coyne, Ph. D. Beth Harn, Ph. D University of Connecticut University of Oregon Prepared by: Patrick Kennedy-Paine Katie Tate University of Oregon University of Oregon

3. Content developed by:Patricia Travers Amanda Sanford Jeanie Mercier Smith Carol Dissen WRRFTAC Additional support:Deni BasarabaJulia KeplerKatie Tate Cohort B, IBR 1, Day 2Content Development

4. Copyright • All materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

5. Introduction

6. Goal of the Institute on Beginning Reading (IBR) Build the capacity, communication, and commitment to ensure that all children are readers by Grade 3.

7. Why Focus on a Reading Program? Aligning what we know and what we do to maximize outcomes. • Unprecedented convergence on skills children need to be successful readers • Much classroom practice is shaped by reading programs • Publishers have responded to the research and redesigned programs. • A program provides continuity across classrooms and grades in approach. • Many state standards are using research to guide expectations

8. Advantages of Implementing a Core Program Increasing communication and learning • Improving communication • Teachers within and across grades using common language and objectives • Improving learning • Provides students a consistent method or approach to reading which is helpful for all students • Provides teachers an instructional sequence of skill presentation and strategies to maximize student learning • Provides more opportunity to differentiate instruction when necessary

9. Programs Implemented With High Fidelity Programs are only as good as the level of implementation To optimize program effectiveness: • Implement the program everyday with fidelity (i.e., the way it was written) • Deliver the instruction clearly, consistently, and explicitly (e.g., model skills and strategies) • Provide scaffolded support to students (e.g., give extra support to students who need it) • Provide opportunities for practice with corrective feedback (e.g., maximize engagement and individualize feedback)

10. Design and Delivery Features of well-designed programs include: • Explicitness of instruction for teacher and student • Making it obvious for the student • Systematic & supportive instruction • Building and developing skills • Opportunities for practice • Modeling and practicing the skill • Cumulative review • Revisiting and practicing skills to increase strength • Integration of Big Ideas • Linking essential skills

11. Essential Instructional Content • Phonological Awareness: The ability to hear and manipulate sounds in words. • Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. • Automaticity and Fluency with the Code: The effortless, automatic ability to read words in connected text. • Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. • Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

12. K 1 2 3 Multisyllables Phonological Awareness Listening Alphabetic Principle Reading Letter Sounds & Combinations Reading Listening Automaticity and Fluency with the Code Vocabulary Comprehension Changing Emphasis of Big Ideas

13. Houghton MifflinPhonological Awareness K-1

14. Objectives • To define phonological awareness • To become familiar with the research behind phonological awareness • To identify high priority skills of phonological awareness • To review the scope and sequence of phonological awareness instruction in Houghton Mifflin Reading. • To identify and implement phonological components within daily Houghton Mifflin lessons.

15. Phonological Awareness The ability to hear and manipulate sounds in words.

16. Critical Elements in Phonological Awareness • The National Reading Panel report (2000) identifies the following elements as essential in Phonological Awareness instruction: A critical component but not a complete reading program Focus on 1 or 2 types of PA Teach in small groups Teach explicitly & systematically Teach to manipulate sounds with letters

17. Definitions • Continuous sounds • Stop sounds • Onset-rime • Phoneme • Phoneme Blending • Phoneme Segmentation • Phonemic Awareness • Phonics • Phonological Awareness

18. Activity • Please take out your Phonological Awareness Definitions activity sheet • Partner up! • Read the examples and definitions. Find the idea that matches the definition or example from the word bank. Write it in the box next to the definition or example. • Use your definitions sheet to help you if you get stuck

20. Phonemic Awareness: Research The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness). Lyon 1995 Poor phonemic awareness at four to six years of age is predictive of reading difficulties throughout the elementary years. Torgesen and Burgess 1998 More advanced forms of phonemic awareness (such as the ability to segment words into component sounds) are more predictive of reading ability than simpler forms (such as being able to detect rhymes). Nation and Hulme 1997

21. High Priority Skills for Kindergarten • Students should be taught to orally blend separate phonemes starting in mid-kindergarten. • Students should be taught to identify the first sound in one-syllable words by the middle of kindergarten at a rate of 25 sounds per minute. • Students should segment individual sounds in words at the rate of 35 sounds per minute by the end of kindergarten.

22. Identifying first sound:25 sounds/minute by middle of kindergarten Teacher: Tell me the first sound in the word cat. Student: /c/ Teacher: Listen: mouse… flower…. which begins with the sound /ffff/? Student: flower

23. Segmenting sounds:35 sounds/minute by end of kindergarten Teacher: Tell me all the sounds in the word ‘cat’. Student: /c/ …. /a/… /t/ Teacher: Tell me all the sounds in the word ‘plate’. Student: /p/…/l/…/a/…/t/

25. High Priority Skills for First Grade • Students should blend three and four phonemes into a whole word by the middle of grade 1. • Students should segment three and four phoneme words at the rate of 35 phoneme segments per minute by the beginning of grade 1. • Student must master blending and segmenting words before they can learn to decode words in print successfully

26. Phonological Awareness Sequence of Instruction Continuum Concept of Word—comparison and segmentation Rhyme—recognition and production Syllable—blending, segmentation, deletion Onset/Rime—blending, segmentation Phoneme—matching, blending,segmentation, deletion, and manipulation

27. ActivityPhonological Awareness: Sequence of Instruction • Take out your “Phonological Awareness Sequence of Instruction” activity worksheet • Pair up with a partner. • Read the activity • Identify what kind of phonological awareness skill is being tested • Identify when the skill should be taught (1st, 2nd, 5th?) • Put a star next to the most important skill for students to master

28. Rhyming Syllables Phonemes Onset/Rime Onset/Rime Rhyming Syllables Phonemes 3 2 5 4 3 2 4 5 Concept of word Concept of word 1 1 DebriefPhonological Awareness: Sequence of Instruction

29. Houghton Mifflin Scope and Sequence- Kindergarten

30. Houghton Mifflin Scope and Sequence- 1st Grade

31. Pattern of Instruction within Houghton Mifflin In kindergarten, phonological awareness is taught in Units 1-10: Opening Routines (Daily Routine), Daily Phonemic Awareness Units 2-10:Day 1 Phonemic Awareness-Introducing the Alphafriend Days 2-4 Develop Phonemic Awareness, and in some Connect Sounds to Letters lessons (prelude to Phonics lesson) In first grade, phonological awareness is taught/reviewed in Units 1-10: Opening Routines (Daily Routine), Daily Phonemic Awareness Day 1 and occasionally Day 2 in Develop Phonemic Awareness (prelude to Phonics lesson)

32. Blending PhonemesKindergarten Play the weather word game. Give children a clue and the sounds in a word, and they blend and guess the answer • It makes us wet, but helps flowers grow: /r//a//n/. (rain) • This is something yellow that warms the earth: /s//u//n/. ((sun) K -Theme 6- Page T17 K-Theme 6-Page T33

33. Blending Phonemes1st Grade Tell the children you have some word riddles. they should blend the sounds to form the word. Read the following clues: • This is a kind of animal: /p//i//g/. (pig) • This is the opposite of little: /b//i//g/. (big) • You can do this with a bat: /h//i//t/. (hit) • You can do this on a chair: /s//i//t/. (sit) • This has a sharp point: /p//i//n/. (pin) • A baby wears this to eat: /b//i//b/. (bib) • 1st-Theme 1- Page T179 • 1st-Theme 1-Page T213

34. ActivityTeaching Phonological Awareness • Pair up with a partner. • Find a lesson that teaches phonological awareness in your teacher’s edition. • Practice teaching that section of phonological awareness activities as if you were teaching it to a student

35. Objectives • To define phonological awareness • To become familiar with the research behind phonological awareness • To identify high priority skills of phonological awareness • To review the scope and sequence of phonological awareness instruction in Houghton Mifflin Reading. • To identify and implement phonological components within daily Houghton Mifflin lessons

36. Houghton Mifflin Reading Alphabetic Principle K-3

37. Objectives • You will learn: • To define alphabetic principle • To become familiar with the research on the alphabetic principle • To identify the high priority skills of alphabetic principle • To recognize the pattern of instruction on the alphabetic principle in daily and weekly instruction • To identify and implement alphabetic principle instruction within daily Houghton Mifflin lessons.

38. What is the Alphabetic Principle? • The ability to associate sounds with letters and use these sounds to form words. • The understanding that words in spoken language are represented in print. • Sounds in words relate to the letters that represent them. • Liberman & Liberman, 1990)

39. Alphabetic Principle Alphabetic Principle is composed of three main components • Letter-sound correspondence: Understanding that letters represent sounds • Blending: Understanding that we blend sounds from left to right • Phonological Recoding: Blending sounds together to represent a word that has meaning

40. Match the Phrase to the Definition Definition Phrase Stringing sounds together to make a word. A word in which all letters represent their most common sounds (e.g., sit, fan, got) A word in which one or more letters does not represent the most common sound (e.g., was, of) or a word for which the student has not learned the letter-sound correspondence or word type (e.g., CVCe) Text in which the reader can read the majority of words accurately because the reader has been taught the sounds and word types. The systematic process of teaching sound-symbol relationships to decode words. Overtly teaching the steps required for teaching a task within a planned, sequential program of instruction. using letter-sound relationships and word knowledge to convert printed words into spoken language. ____Decodable Text 1. Stringing sounds together to make a word. 2. A word in which all letters represent their most common sounds (e.g., sit, fan, got). ____Regular Words 3. A word in which one or more letters does not represent the most common sound (e.g., was, of) or a word for which the student has not learned the letter-sound correspondence or word type (e.g., CVCe) ____Decoding ____Irregular Word 4. Text in which the reader can read the majority of words accurately because the reader has been taught the sounds and word types. ____Phonics 5. The systematic process of teaching sound-symbol relationships to decode words. ____Explicit and SystematicInstruction 6. Overtly teaching the steps required for teaching a task within a planned, sequential program of instruction. 7. using letter-sound relationships and word knowledge to convert printed words into spoken language. ____Blending

41. What the Research Says About Alphabetic Principle (AP) • A primary difference between good and poor readers is the ability to use letter-sound correspondences to identify words. (Juel, 1991) • Difficulties in decoding and word recognition are at the core of most reading difficulties. (Lyon, 1997) • Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits. (Stanovich,1986) • Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy. (Bay Area Reading Task Force, 1996)

42. What Does the National Reading Panel Say About Alphabetic Principle? The meta-analysis revealed that systematic instruction in phonics produces significant benefits for students in kindergarten through 6th grade and for children having difficulty learning to read. These facts and findings provide converging evidence that explicit, systematic phonics instruction is a valuable and essential part of a successful classroom reading program. Report of the National Reading Panel, 2000

43. Why Teach Systematic & Explicit Phonics Instruction? By teaching explicitly and systematically: • We teach a strategy for attacking words students don’t know. • We can teach ALL students to use these strategies. • We don’t leave it up to the students to infer the strategy, because the struggling reader won’t be able to guess it. We must equip students with a strategy for them to attack text in the real world.

44. Why Teach Systematic & Explicit Phonics Instruction?

45. Letter Sound Correspondences Advanced Word & Structural Analysis Skills Irregular Word Reading Regular Word Reading Reading in text What Skills Does Alphabetic Principle Include? .

46. What Skills Does Alphabetic Principle Include? Letter-Sound Correspondences:Knowing the sounds that correspond to letters (the sound of b is /b/, the sound of a is /aaa/) Regular Word Reading/Spelling: Reading/spelling words in which each letter represents its most common sound (mat, sled, fast) Irregular Word Reading/Spelling:Reading/spelling words in which one or more letter does not represent its most common sound (the, have, was) Advanced Word Analysis Skills:Reading/spelling words that include letter patterns and combinations (make, train, string) Structural Analysis: Reading/spelling multisyllabic words and words with prefixes and suffixes (mu-sic, re-port, tall-est, Wis-con-sin)

47. Saying WholeWord Sight Word Automatic Word Reading Sounding out word in your head, if necessary,and saying the whole word Saying each individual sound and pronouncing whole word Reading the word without sounding it out Regular Word Reading Progression SoundingOutSaying each individual sound out loud

48. What Alphabetic Skills Does a Student Need to Master to Read This Regular Word? man • Reading goes left to right • Knowledge of letter sounds for ‘m’, ‘a’, and ‘n’ • Blending • Phonological recoding Reading is a complex process- WeMUSTteach students these skills if we want them to become successful readers

49. Reviewing Curriculum Maps • Review the curriculum map for your grade to answer the following questions: • What are the high priority skills for the next 3 months? _________________________________________ • What other skills may be necessary to teach before the high priority skills? _______________________ ___________________________________________ • What skills do you predict to be difficult for some children? _________________________________

50. Mapping of Instruction to Achieve Instructional Priorities: Kindergarten