Session Three

1. Session Three Teaching Beginning Reading

2. How Important is Reading • Why is reading / reading for young people such and important skill?

3. Activity • In your groups, create a list of what you remember about how you were taught to read?

4. How Important is Reading • Reading effects every subject- it is essential for success in our society • It effects math • Reading • Social studies • Science • Even Google

5. How Important is Reading • At no other time in our history has reading been so important • About 40 % of America’s fourth graders read below a basic level and have little to no ability to perform work at each grade level • 20% of the nation’s children encounter severe reading problems before third grade • More that tem million children are struggling to read

6. How Important is Reading • 80 to 85% of children with learning disabilities have reading as their primary concern • Children with reading difficulties in the early grades have greater likelihood of • School dropout • Teen age pregnancy • Unemployment face greater risk of negative academic, social and economic outcomes

7. How Important is Reading • Because of all of these concerns a great amount of attention has been focused on fixing the reading problems • NCLB- mandates proficiency and greater accountability • IDEA mandates the use of research based interventions

8. How Important is Reading • Now there is a sizeable research that have been accumulated over the last forty years base on information about reading

9. How Important is Reading • Reading wars • Phonics vs. Whole language • Now the professionals have gotten together • Unsubstantiated ideas that dominated the reading wars, is replaced by scientific evidence that guides reading instruction that will promote a solid successful reading start

10. Reading Research • Reading research has proven the importance of learning to read early • There is a great variance of meaningful difference in how ready children are ready to read when children enter kindergarten • Some children enter with thousand of hours of exposure to books and rich language experiences • While other have little to no experiences, this creates a major step that needs to bridge

11. Reading Research • This initial gap that students encounter only grows over time • This is called the Matthew Effect, from the rich get richer while the poor get poorer • Longitude research showed that students that were good readers I first grade had .88 chance of staying good readers, children that are poor readers had an .87 chance of of staying poor readers

12. Reading Research • Believe it or not, Third grade is the “finish Line” • Third grade is the level where reading shifts from learning to read to reading to learn • From third grade on, students that are on the bottom trajectory almost never become good readers

13. Reading Research • Believe it or not, Third grade is the “finish Line” • Third grade is the level where reading shifts from learning to read to reading to learn • From third grade on, students that are on the bottom trajectory almost never become good readers • Children that are not competent fluent readers by the end of third grade, are at serious risk for not only continued reading problems, but for dropping out as well.

14. Reading Research • Based on all of this research. Children must be good readers by the end of third grade

15. Reading Big Ideas • Unlike other subjects, the big idea in reading is different- • It is a set of unifying curriculum activities necessary for successful beginning reading • Such activities are instruction anchors that when accomplished routineized , provide learners enormous capacity to identify printed words and translate alphabetic codes into meaningful language

16. Reading Big Ideas • Three of the big ideas that would serve as the minimum would include • Phonological awareness • Alphabetic understanding • Automaticity with code

17. Phonological Awareness • Phonological awareness- is the first priority of beginning reading • In the past, this was ignored • Can be a major cause of reading failure • Poor readers have difficulty using the sounds of language in in processing written and oral information

18. Phonological Awareness • Phonological awareness- is the conscious understanding and knowledge that language is made up of sounds • Phonemic awareness, the insight that words consist of separate sounds or phonemes and the subsequent ability to manipulate these individual sounds units

19. Phonological Awareness • Before children can make sense of the alphabetic principle, they must understand that sounds that are paired with letters are one and the same as the sounds of speech • beginning readers must also come to know that individual sounds combine to make up a word • They must also realize that the same sounds are found in many different words

20. Phonological Awareness • Phonological awareness involves sounds to make a word( what do you have when you put these words together /c/ /AAA/ /t/ • Isolating, beginning, middle and ending sounds( what is the first sound in Rose? • Segmenting a word into sounds( Say the sounds in the word sat- /s/ /aaa/ /t/ • Manipulating sounds within a word ( What word do you have if you change /sss/ in sat to /mmmm/?

21. Phonological Awareness • Phonological awareness is made up of multidemensions that include: • Rhyming • Blending • Segmenting • Instruction in phonological awareness should at the minimum focus on Blending and Segmenting. These two relate more closely to reading

22. Phonological Awareness • Many children develop phonological awareness naturally after being exposed to a language rich environment • If children do not have phonological awareness, then they MUST develop the skills before you can begin further reading instruction • Earobics is a program that works on these skills- here is a clip about it.

25. Alphabetic Understanding • Most untrained people that feel they can teach and begin reading instruction, would begin at this point • Alphabetic understanding refers to a child’s understanding that words are composed of individual letters, and is concerned with mapping of print to speech or the establishment of a clear link between a letter and a sound

26. Alphabetic Understanding • A beginning reader must come to know each letter as a discrete self contained visual pattern • Readers must use alphabetic understanding to break the code of words

27. Alphabetic Understanding • The readers must: • Sequentially translate the letters in the word into a phonological counterpart • Remember the correct sequence of sounds • Blend the sounds together • Search their memory for a real word that matches the string of sounds

28. Alphabetic Understanding • Advanced readers must: • Recognize complex letter patterns- ea, igh, silent-e, r-controlled vowels • Skilled readers do this automatically and rapidly • The ultimate goal of reading Is to construct meaning from print

29. Alphabetic Understanding • A primary difference between good and poor readers is their ability to use letter-sound correspondence • Students that learn to do this early, reap long term benefits • Teaching students to, listen to remember, and process the sounds and letters in words is difficult and demanding, yet achievable and provides long lasting results (V&V)

30. Alphabetic Understanding • The ultimate goal is for children to construct meaning from the print • Some Children are great at reading words and cannot understand what was meant by this • Instruction should focus on alphabetic understanding and code emphasis

31. Alphabetic Understanding • Popular programs- • Project read • Wilson Reading (funadations) • Megawords • Visualizing and verbalizing ( deals with the code issue) • SRA

32. Visualizing and verbalizing

33. Project read • The Project Read program gives detailed lessons describing teacher behavior and student participation with multi-sensory activities, student practice exercises, and reading material. The Lesson plans teach to transfer through sentence dictation, reading comprehension activities, writing, spelling, and oral reading. • Teacher training

34. Project read • http://vimeo.com/12920379

35. Project Read is a comprehensive language arts program designed to provide explicit instruction in a structured reading curriculum. The goal of the program is to help all students become thoughtful, purposeful, and independent readers. Project Read Curriculum may be implemented in the regular classroom, special education classes, and Title I classes. It may also be used as an intervention reading program for first through sixth graders or with adolescents and adults who struggle with reading or language learning.

36. Whole or small group instruction is delivered by a classroom teacher, a special education teacher, or a reading teacher. Lessons are intended to occur daily within an extended block of time devoted to reading instruction. Emphasis is placed on systematic, direct instruction of concepts and skills supported and enhanced by a teaching approach that includes visual, kinesthetic, auditory and tactile strategies (VAKT), and the use of body language..

37. Project Read offers language arts instruction in three curricular strands: Encoding/Decoding, Reading Comprehension, and Written Expression. The Encoding and Decoding strand includes phonics instruction targeted for students at different age levels: Early Education for pre-kindergarten and kindergarten students, Primary Phonics for 1st-3rd grade students, and Linguistics, a decoding and encoding program for older students (4th-12th grade) who are struggling readers.

38. The Reading Comprehension strand provides instruction in three different forms: Story Form Literature Connection-focused on narrative text for grades 1-5, Report Form-with emphasis on expository text for students in grades 3-12, and Story Form- focused on narrative text for grades 6-12. The Written Expression strand, Framing Your Thoughts, provides systematic and sequential instruction for written expression.

39. Wilson Reading • Offers a research-based program with twenty years of data collected and analyzed from school districts implementing the program .Provides a systematic and cumulative approach to teach total word structure for decoding and encoding. Follows a ten-part lesson plan that addresses decoding, encoding, 
oral reading fluency, and comprehension in a sensible and logical fashion.

40. Wilson Reading • Aids teachers by making all instruction multisensory and interactive. Uses a unique “sound tapping” system. Has one of the most extensive collections of controlled and decodable text (word lists, sentences, stories) for students beyond the primary grades. Provides two levels of vocabulary, making this program appropriate 
for students in elementary, middle, and high school, as well as adults. Uses criterion-based assessments built into the program to measure student progress and success. Is a comprehensive program that can follow students from grade to grade.

41. Wilson Reading- Fundations • Wilson Fundations for K-3 is a phonological/phonemic awareness, phonics and spelling program for the general education classroom. Fundations is based upon the Wilson Reading System principles and serves as a prevention program to help reduce reading and spelling failure. Rather than completely replace core curriculum, Fundations provides the research-validated strategies that complement installed programs to meet federal standards and serve the needs of all children.

42. Automaticity with Code • Is the ability to automatically translate letters to sounds and sounds to words fluently • This may be the greatest development in reading instruction • Common sense • If you are struggling to decode words, all of your efforts are going into decoding a passage and not able to understand what is being said

43. Automaticity with Code • Unless a child can become automatic with code, the time and attention required to identify words limits the cognitive resources available to process the meaning of the sentence

44. Automaticity with Code • There is strong research and empirical evidence that there is a relationship between automaticity and comprehension • Students need to be able to do more than just translate letters • Once students gain competence, they begin to recognize patterns and the process becomes easier

45. Automaticity with Code • Automaticity requires a great deal of practice with some students • One strategy for this is repeated readings • Hot, cold readings then record their times • Early readers should read materials that they can have a high success rate • When building fluency, students should be able to recognize 95% of the words

46. Automaticity with Code • Although Automaticity is not the END goals of reading, it is an important skill in developing good reading comprehension

47. Dynamic Indicators of Basic Early Literacy Skills DIBLES • The DIBELS measures assess the 5 Big Ideas in early literacy identified by the National Reading Panel: • Phonemic Awareness • Alphabetic Principle • Accuracy and Fluency • Vocabulary • Comprehension

48. Initial Sound Fluency • Which picture begins with a ”P”

49. DIBELS ISFInitial Sound Fluency

50. DIBELS • DIBELS is not an instructional strategy, but a screening tool to make sure students are progressing in those five areas.