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You Can Have a Successful Reading Program In Grades 1-3 Sandra Fletcher Williams- Presenter www.launchintophonics.com 863-944-4496. Auburndale Central Elementary. Demonstrated Effectiveness I was asked to help improve reading scores at Auburndale Central
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You Can Have a Successful Reading Program In Grades 1-3 Sandra Fletcher Williams- Presenter www.launchintophonics.com 863-944-4496
Demonstrated Effectiveness I was asked to help improve reading scores at Auburndale Central Elementary, Auburndale, Florida. The pilot program started November, 2007-February, 2008. To accomplish this task, a make and take Reading Workshop was presented to all of the teachers of grades 1-3. The principal purchased phonics kits , that I have created, for each teacher . Once every 2 weeks, I visited the school to work with the teachers and students. The 2008 test scores reflected that 63% of the 3rd grade students passed the FCAT. That was the highest percentage of students to ever pass the FCAT at that school. Please see FLDOE report.
Teaching Low Performing Students Perceive themselves as a parental surrogate Have a teaching style that is rhythmic, repetitious, call and response, and high emotional involvement Teach with authority
DISCIPLINE • Don’t say something and not do it. • Take two weeks to enforce rules. • Reward good students with treats when the other students are disruptive. • Don’t send students to the office
LISTENING Put paper and pencil down. Look at the teacher. Think about what the teacher is saying.
What Should a Reading Classroom Look Like A reading classroom should have a print-rich environment where children can have access to a variety of reading materials. Students need to actually interact with the word wall. A classroom can have one main word wall and 2 or 3 other word walls, each with a different focus. The words can be generated from the story of the week, basic sight words, and student writings.
Five Reading Components Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Phonemic Awareness Phonemic awareness is being aware of sounds in spoken, not written language. It is being aware that speech is made up of individual sounds. Activity 1 Read words and have the students to raise their hand if they hear the short a sound. hate cat hit snake rat late bat fit Activity 2 Play rhyming games. What rhymes with car but begins with /f/? What rhymes with fair but begins with/h/? What rhymes with neat but begins with/b/?
Phonics Research National Reading Panel For children with learning disabilities and children who are low achievers, systematic phonics instruction, combined with synthetic phonics instruction produced the greatest gains. Synthetic phonics instruction consists of teaching students to explicitly convert letters into phonemes and then blend the phonemes to form words. Moreover, systematic synthetic phonics instruction was significantly more effective in improving the reading skills of children from low socioeconomic levels. Across all grade levels, systematic synthetic phonics instruction improved the ability of good readers to spell.
Launch Into Phonics www.launchintophonics.com
Fluency Echo Reading Choral Reading Reader’s Theater Shared Reading
Test Taking Words and Definitions Main Idea – Tell what the story is mainly about. Author’s Purpose - Why did the author write the story? Effect - Tells what happens. Cause – It makes something happen. Rhyme – When two or more words sound alike. Describe – To tell how something looks or feels. Story Takes Place – Tells the place that the characters are located. Mostly About – Tells what the story is mostly about. Passage – Story Text – Story Paragraph – A group of sentences with the first word indented. Article - Story
Comprehension The National Reading Panel has found that reading comprehension of text is best facilitated by teaching students a variety of techniques and systematic strategies to assist in recall of information, question generation, and summarizing of information. The panel also found that teachers must be provided with appropriate and intensive training to ensure that they know when and how to teach specific strategies.
Brainstorming prior knowledge is an effective comprehension strategy. Introduce the topic with a word, a phrase, or a picture in the circle. Write student ideas. feathers claws Birds wings beaks
Setting Where did the story take place? Characters Who are the characters in the story? Story Map Problem What is the problem in the story? Resolution How did the story end?
Context Clues Take a story that you have read, or a new story that you would like to read to your class. Leave some words out, only using the first two or three sounds of the word. Put the information on a large chart. For example: Music was blaring from eleven l_______________. There were hundreds of b_____________ and decorations and thousands of electric l____________. And giant t_________________ were loaded with mountains of food.
Beginning What happened at the beginning of the story? Middle What happened in the middle of the story? End What happened at the end of the story?
KWL What I Know What I Want To Learn What I Have Learned 1. Before reading, let the students discuss what they know about the topic. 2. Before reading, let the students tell you what they would like to learn from the story. 3. After reading the story, let the students generate what they have learned from the story.
Excellent Reading Teacher The International Reading Association states that excellent reading teachers share the following critical qualities of knowledge and practice: 1. They understand children’s reading and writing development. 2. They can assess a child’s individual progress and relate reading instruction to a child’s previous experience. 3. They know a variety of ways to teach reading. 4. They are able to use a variety of materials and texts for children to read. 5. They can tailor instruction to the individual student. 6. They can help children strategically.
