Do Now

1. Do Now • Compare the two leveled books at your table. • What skills do you think a reader would need to move from the lower to the higher book?

2. Balanced Literacy SPED Summit August 11, 2010

3. Our Charge as Literacy Teachers Every child, regardless of their abilities, can move significantly in reading. However, to get there we must be the VERY best reading teachers possible because our kids have tricky minds. They can do it, but they need very strategic, targeted, and systematic instruction. As special educators we must quickly learn best practices to ensure we are giving kids the instruction that will truly put them on a different life path.

4. Outcomes • Today you are going to be able to: • Describe the difference between whole word instruction (guided reading) and phonics. • Explain the components of balanced literacy, and which elements are prioritized in SPED. • Understand how you might plan for balanced literacy. • Have a high level understanding of best practices for the facets of literacy.

5. So… Given what you learned at Institute, what do you think makes a good reader?

6. Traits of a Good Reader: • Know how to break down and attack new words • Read fluently • Comprehend by thinking: • Within the Text • About the Text • Beyond the Text

7. Good Reading Instruction is Rooted in… • Balanced Literacy • "The whole word method (meaning emphasis) may serve a student adequately up to about second grade. But failure to acquire and use efficient decoding skills will begin to take a toll on reading comprehension by grade 3." Jeanne Chall, 1996

8. More Student Independence More Teacher Support

9. More Student Independence More Teacher Support

10. Agenda • Opening (15) • Read Aloud (20) • Word Study/Phonics (40) • Shared Reading (20) • Guided reading (30) • Independent reading (20) • Writing (15) • Closing (15)

11. Read Aloud • Please refer to pages: 3-55 • Purpose: • Students get to hear a fluent reader practice thinking about reading. Students also get to engage in discussion about a text. • Good For: • Fluency • Comprehension • Standards: • Informational Text (IT) • Literary Text (LT)

12. Read Aloud • All good read alouds have a gradual release of responsibility (GRR): • Teacher models objective (I do) • Teacher prompts active engagement (we do) • turn and talk, stop and jot, practice on the rug, etc. • Students share how strategy helped and share lingering questions (you do) • All good read alouds are PLANED!!! • leave post-it notes with your thoughts.

13. Read Aloud • Good Read Alouds have Teaching Points (Objectives). • Good Readers (skill) by (strategy) . • Example: Good readers identify character traitsbylooking at what the character says.

14. Read Aloud • Watch Rebecca do a read aloud. • Look for gradual release of responsibility. • What was her teaching point?

15. Read Aloud • Differentiation for your Setting: • Inclusion? If you are not in charge of the read aloud, you can facilitate the we do and you do by asking aligned questions to the class or giving kids posit notes about things to think about. • Secondary? Often the same structure… though read alouds happen less often. Still very helpful for students who are behind.

16. Read Aloud • Write down your top two takeaways and your top two questions.

17. Word Study/Phonics 67% of students with late-identified reading disabilities have decoding deficits with or without an accompanying comprehension deficit. Students who struggle to decode will often display more trouble with reading comprehension because their energy and attention is focused on word-level tasks.

18. Word Study/Phonics “A child with a reading disability who is not identified early may require as many as 150 – 300 hours of intensive instruction (at least 90 minutes a day for most school days over a 1-3 year period) if he is going to close the reading gap…And, of course, the longer identification and effective reading instruction is delayed, the longer the child will require to catch up.” (Shaywitz, 2003)

19. Please refer to pages: 56-76 Purpose: Students learn about the relationship of letters to sounds and word structures to help them in reading and spelling. Good For: Fluency Decoding Standards: Beginning Reading (BR) English Language Conventions (LT) Language Development (LD) Word Study/Phonics

20. Word Work/Phonics • Stage 1: Phonemic Awareness • Stage 2: Phonological Awareness • Stage 3: One Syllable, Short Vowels • Stage 4: One Syllable, long vowels, variant & r-controlled vowels, and diphthongs • Stage 5: Multisyllabic Words

21. Word Work/Phonics • Stage 1: Phonemic Awareness • Being able to distinguish between sounds

22. Word Work/Phonics • Phonemic Awareness Activities • Rhyming: Cat, bat, sat, mat, hat… • Pictures matched to sounds

23. Word Work/Phonics • Stage 2: Phonological Awareness • Sound symbol relationships of consonants, short vowels, digraphs, and word families

24. Word Work/Phonics Phonological Awareness • Single letter sounds (consonants and short vowels) • a apple /ă/ • b bat /b/ • c cat /k/

25. Word Work/Phonics Phonological Awareness • Digraphs (two letters, one sound): • wh whistle /wh/ • sh ship /sh/ • ch chin /ch/ • th thumb /th/ • ck sock /ck/ • Word Families: • am jam /an/ • an fan /an/ • old cold /ōld/

26. Word Work/Phonics Phonological Awareness • Taught: • Picture sort with letters now! • Bingo • Sound drill and finding sounds at an

27. Word Work/Phonics • Stage 3: One Syllable, Short Vowels • Still part of phonological development, this is when you teach kids to decode by: • Segmenting • /d/ /o/ /g/ • Blending • dog • Substituting • dog log fog • Spelling • d o g

28. Word Work/Phonics Stage 3: One Syllable, Short Vowels • CVC: cat, dog, bit (word families) • Suffixes: cats, bugs, jumped • 3-word families: sang, fang, ring, sing • Blends: lisp, stop • 5 sounds: crisp, slink, scrap, splash • 6 sounds: sprint, blinks

29. Word Works/Phonics • Stage 3 Practice! • laz • vop • stig • jelt • slaft • sprunt

30. Word Work/Phonics • Stage 4: One Syllable, long vowels, variant, r-controlled vowels, and diphthongs

31. Word Work/Phonics Stage 4: One Syllable, long vowels, variant & r-controlled vowels, and diphthongs • Open syllables: hi, my, me… • Closed exceptions: cold, wild… • Vowel teams: ee, ea, ai, ay… • Diphthongs: ou, ow, oi, oy • Digraph: oo • R-Controlled: ar, er, ir, ur

32. Word Work/Phonics Stage 4: One Syllable, long vowels, variant & r-controlled vowels, and diphthongs • vite • joad • vay • garf • fout • bawk

33. Word Work/Phonics • Stage 5: Multisyllabic Words • EVERY syllable has a vowel (two if a team or a bossy e) • There are 4 basic rules of syllabication: • P/R/S- prefixes or suffixes • -le syllables • VC/CV- dividing between consonants • VC/V- short vowel split • V/CV- open vowel split

34. Word Work/Phonics • Stage 5: Multisyllabic Words • quibrap • slifnate • zubo • potife • morkle • sharbid • loymaud

35. Word Work/Phonics • Sight Words!!! • Only about 60% of the English Language is decodable!!! Students need to be able to read words by sight. • “Words can be stored in working memory for only a limited amount of time (approximately 10–15 seconds), slow decoding can result in some words "decaying" before a meaningful chunk of text can be processed.”- Scholastic

38. Guided Reading Practice • 

39. Word Study/Phonics • Can be done whole group, small groups, or one-on-one. • http://spencerlearning.com/_downloads/ultimate-phonics-word-lists.pdf • www.readinga-z.com

40. Word Study/Phonics • Watch yours truly in action • Look for clear modeling and CFUs

41. Word Study/Phonics • Differentiating for your Setting: • Inclusion: This can be an ILG, like you learned about yesterday! Once you know where your students fall in the phonological spectrum you can design lessons to pull. Prioritize the bold parts of the lesson (Mini-Lesson, Decode Isolation, Decode Context, and CFUs) • Resource: Do the whole lesson if you can, prioritize the bold items as needed.

42. Word Study/Phonics • Write down your top two takeaways and your top two questions.

43. Shared Reading • Please refer to pages: 77-80 • Purpose: • Students get to practice with grade level text. They get to take turns reading or read together, and reflect on the meaning. • Good For: • Decoding (in elementary) • Fluency • Comprehension • Standards: • Informational Text (IT) • Literary Text (LT) • Beginning Reading (BR) • Language Development (LD)

44. Shared Reading • Shared Reading in Elementary: • Poem of the day (decoding) • Short stories • Articles • Shared Reading in Secondary: • Articles, novels, short stories, current events • Opportunity for grade level text • Warn kids when you are calling on them • Pre-read with kids if you can

45. Shared Reading • Shared Reading in Action • What strategy is she using? • What facets of literacy is she hitting?

46. Shared Reading • Write down your top two takeaways and your top two questions.

47. Guided Reading • Please refer to pages: 81-135 • Purpose: • Guided Reading is scaffolded reading. Students read one at instructional level. The teacher scaffolds the book for by teaching the tricky parts, the plot, and tricky words. The students are also explicitly taught a reading strategy that will allow them to read increasingly challenging texts. • Good For: • Decoding • Fluency • Comprehension • Standards: • Informational Text (IT) • Literary Text (LT) • Beginning Reading (BR) • Language Development (LD)

48. Guided Reading • Good Guided Reading Lessons have Teaching Points (Objectives). • Good Readers (skill) by (strategy) . • Example: Good readers identify character traitsbylooking at what the character says.