Links to Literacy

1. Links to Literacy Presented by the Polk Local Assistive Technology Team

2. Our Goal WHAT ARE LITERACY centers?

3. Literacy Stations are: Areas within the classroom where students can work alone or interact with one another using instructional materials to teach, reinforce and/or enrich a skill or concept. Literacy Work Stations by Debbie Diller

4. Why are they important: Eric Jensen writes “A change in location is the easiest way to get the brain’s attention” • Gives students the opportunity to practice previously learned skills • Helps to promote independence as well as collaboration

5. Traditional Centers Literacy Stations Differences between Traditional Centers and Literacy Stations • Materials may have only been introduced once • Centers change on a weekly basis • Materials are taught first then placed in station • Stations stays up all year. The material is changed to reflect topics, level or strategies taught

6. Differences between Traditional Centers and Literacy Stations Traditional Centers Literacy Stations Student use stations in a meaningful independent manner daily Materials are differentiated to meet different needs and levels • Centers are often used by students when they finish their work • All students do the same activity

7. Teachers Role • Modeling • Students must first see many demonstrations • Risk Free • Practice with a peer when learning something new • Independent Work Level • Differentiate assignments to meet students individual levels and avoid behavior problems • Clear Explicit Expectations • Be sure that students really understand the activities and review the rules often • Accountability • Tracking student use and progress

8. Ideas for Setting Up a Station • Directions • Auditory; Tape recorder, Single message device(BigMacK) • Visual;(Microsoft Word with clipart, Boardmaker, Writing with Symbols. Pix writer) • Buddy or Me • Activity easily accessible and differentiated for all students (responses-verbal, typed, written) • Assistive Technology • Is not always a computer • Special Activity • supplemental/differentiated activity • Accountability log

9. Florida’s Reading Formula

10. Florida's Formula for Reading Success 6+4+ii=iii

11. Oral language (New!)Phonemic awarenessPhonicsFluencyVocabularyComprehension And we include writing Florida Center for Reading Research http://www.fcrr.org/activities The sWeetSIx

12. Fab 4 • ScreeningProgress monitoringDiagnosisOutcome measures (New!)

13. Ii: Initial Instruction90 Minute block * An effective reading program has to integrate the six instructional components of effective reading instruction into a comprehensive and cohesive instructional design. * Classroom teachers must use assessment data to plan for and provide "student-tailored" instruction that includes the following: Explicit instructional strategies Coordinated instructional sequences Differentiated instruction Print-rich instruction * Whole group/small group * All students, using differentiated instruction

14. iii=Immediate Intensive Intervention 90-minute reading block* Small group or one-on-one* Students with reading deficiencies* Minimum of 20 minutes/day until deficiency is remedied May be provided by:* Classroom teacher* SAI teacher* ELL teacher* Reading recovery teacher* Reading resource teacher

15. Oral Language • Oral language involves both speaking and listening for vocabulary development. • Children need opportunities to engage in frequent conversations talking and listening to responsive adults as well as with their peers.

16. Oral Language • Oral language as the primary support for thinking, leads naturally to written communication, which, in turn helps readers expand their thinking and use oral language with greater skill. • It is a way for readers to construct knowledge, generate new thinking, clarify their own thinking and rehearse thoughts for writing

17. Oral Language Strategies Generating Questions • Students who ask questions about what they read comprehend more… • Readers practice generating questions & answers as they read text using sticky notes or they may orally ask questions during partner reading • Increase student talk by teaching students how to ask questions and use partner talk opportunities

18. Oral Language StrategiesClass Discussion Text discourse guides students to understand text at a more sophisticated level. Wilkinson & Silliman, 2000 Text discourse builds on ideas and promotes meaningful connections between ideas. Gersten et al., 2001

19. Oral Language StrategiesSummarizing and Retelling • Prompt students to talk in complete sentences • When you model a retell, try to use some of the target vocabulary in the retell if possible • Demonstrate how to use simple sketches and diagrams when completing retell sheets • Retell sheets may be used for monitoring and student partner checks (evidence of learning) Santoro, Chard, Howard & Baker, 2008

20. Oral Language Strategies • Recognize when students have contributed to a discussion by repeating or rephrasing: T: Brian noticed that the mother in the story was angry. • Present questions that turn the thinking back to students for further consideration. T: Maria thinks the girl is upset. Does anyone know why she is upset?

21. Phonemic Awareness • The ability to hear, identify, and manipulate sounds of spoken words. • Recognizes individual sounds (phonemes) • Recognizes same sounds • Recognizes odd sounds in words • Combines sequence of sounds (blending) • Breaks a word into separate sounds (segmenting)

22. Phonemic Awareness Resources • Software • Phonics Companion • Earobics 1,2 & Adolescent • Kidspiration • Internet Resources • http://www.songsforteaching.com • http://www.findsounds.com • www.enchantedlearning.com/Rhymes.html • http://www.uiowa.edu • http://www.freereading.net/

25. Phonemic Resources • Lite Tech • Tape Recorder • DLM • Jack Hartman • Language Master/ Tutorette • Whisper Phones • Mid Tech • Leap Frog Desk, Mat, Pad

27. Phonics • Understands the relationship between letters of written language and sounds of spoken language • Identifies useful series of sounds • Teach them in a logical sequence • Apply sounds to reading and writing

28. Phonics Resources • Software • Startwrite • Phonics Companion • Reader Rabbit • Baileys Book House • Lets Go Read • Internet • Starfall.com • www.kizclub.com • http://pbskids.org/lions/ • http://pbskids.org/lions/videos • http://www.earobics.com/gamegoo/gooey.html

31. Phonics Resources • Lite Tech • Page up • Magnetic or stamp Letters • Word Walls • Mid Tech • Franklin Homework Wiz • Cheap Talk /Partner 4

33. Fluency • Read text accurately and quickly • Bridge between word recognition and comprehension • With Fluency a child needs to read & reread decodable words and connect the text • Two approaches to improve Fluency • Direct • Indirect

34. Fluency and Automaticity • Have the students read orally for one minute from text at their grade level. Ask students to read in a normal manner, not too fast or too slow. • Administer 3 probes. • Count the number of correct words in one minute. Include errors in the one minute period.

36. Fluency Resources • Software • Kurzweil, Wynn,textHelp • Soliloquy • Living Books • Fluent Reader • Internet Resources • www.magickeys.com/books • www.readingrockets.org • www.LDonline.org • Readers theater website (www.Reading Lady.com) (3 Little Wolves) • Dolch Powerpoint List

38. Fluency Resources • Lite Tech • Timers & Time timer software • Taped recorded stories • Students read to a tape • High Tech • Scanners & Computers

40. Vocabulary Vocabulary is expressive (what you say) and receptive (what you understand) • Words used to verbally communicate effectively • Words that you use to write • Words that you recognize in print

41. Selecting Vocabulary • Tier 1 - basic words (baby, happy) • Tier 2 – high-frequency words for mature language users – key focus for instruction (prefer, absurd) • Tier 3 – low frequency words with meaning limited to specific domains (peninsula, isotope)

42. Center Possibilities • Students tell what words mean using their own words • Have students give examples and non examples • Pair words and have students consider how they are related: Would you suppress a profound thought? • Match words to pictures • Fit words into closed sentences • Match words to definitions in timed activity. • Give examples of word use in alternate contexts

43. Vocabulary Resources • Software • Kidspiration/Inspiration • Boardmaker • Reader Rabbit • Writing with Symbols • Pix Writer • Picture It • StartWrite • Intellitools programs • Internet • merriam-webster.com/wordcentral.com • vocabulary.com • readwritethink.org/materials/comic/index.html • www.readwritethink.org/materials/wordbuild/ • Factmonster.com/WordWise

46. Vocabulary Resources • Lite Tech • Franklin Dictionary • Reading Pen • All-Turn-It Spinner

48. Comprehension • Understanding what is read • Graphic Organizers • Find Main idea and details • Summaries

49. Comprehension Resources • Software • Kurzweil/Wynn/ Read&Write Gold/ eReader • NaturalReaders • Inspiration/Kidspiration • Don Johnston, Start-to-Finish Books • Intellitools, BalanceLiteracy • Internet • www.storyplace.org • www.tumblebooks.com • http://www.storylineonline.net/ • http://www.janbrett.com/ • www.readprint.com