Revisiting the Five Essential Components of Reading

1. Revisiting the Five Essential Components of Reading Understanding how they are integrated in Kentucky’ s Core Academic Standards Ruthie Staley – ELA Content Specialist Kentucky Department of Education

2. The Five Essential Components of Reading • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

3. Anticipation Guide • Fill out the Anticipation Guide • As we review the components we will revisit our answers • Remember: An Anticipation Guide is one way to set the purpose for Content and is a Best Practice in the literacy classroom

4. The Language of Phonemic Awareness A phoneme is the smallest part of spoken Language that makes a Difference in the meaning of words. English has 41 Phonemes. Phoneme Manipulation is the process children use when they are: • Blending phonemes • Segmenting phonemes • Adding phonemes • Deleting phonemes • Substituting phonemes Phoneme Phoneme Manipulation

5. The Language of Phonemic Awareness • Phonological Awareness is a broad term which includes phonemic awareness. In addition to phonemes, phonological awareness activities can involve work with; rhymes, syllables and discreet onset rimes. • Phonemic Awareness is an auditory skill. It is the ability to focus on and manipulate sounds the individual sounds or phonemes in spoken words. Phonemes are the smallest units of our spoken language. There are four phonemes in stop. /s,/ /t,/ /o,/ /p,/ The phoneme level of Phonological Awareness is the most critical in learning to read. Phonological Awareness Phonemic Awareness

6. The Language of Phonemic Awareness - continued Phonemic Awareness is The ability to hear, indentify, and manipulate the Individual sounds- Phonemes- in spoken Words. Phonological Awareness is a broad term that includes Phonemic Awareness. In addition To phonemes Phonological Awareness Activities can involve work with rhymes, words, syllables, and onsets and rimes. Phonemic Awareness Phonological Awareness

7. The Language of Phonemic Awareness - continued A syllable is a word part That contains a vowel or, In spoken language, a Vowel sound (e-vent; News-pa-per; ver-y). Onsets and rimes are Parts of spoken Language that are Smaller than syllables But larger than Phonemes. An onset is the initial consonant(s) sound of a syllable. (the onset of bag is b- of swim , sw-). A rime is the part of a syllable that contains the vowel and all that follows it (the rime of bag is –ag; of swim, im) . Syllable Onset and Rime

8. What you need to know about Phonemic Awareness • Phonemic Awareness instruction helps children learn to read. • Phonemic Awareness helps children learn to spell. • Phonemic Awareness instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet. • Phonemic Awareness instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather than several types.

9. Activity – Say It and Move It • Give students a “Say It and Move It” card and a set of counters.2. • Students place the counters above the solid line. • Say a word with two or three phonemes, such as sip. • Students repeat the word. • Students segment the word into phonemes by saying the word slowly and moving the counters. They move the counters down to the arrow as a guide.

10. Say It and Move It – cont. /s/ Students move the counter down to the dot on the arrow. /i/ Students move a second counter down to the right side of the first counter on the arrow. /p/ Students move a third counter down to the right of the second counter on the arrow. 6. After they have moved all three counters to the arrow, students repeat word while sliding their fingers below the counters in a left-to-right sequence. 7. Continue with this procedure using other words with two or three phonemes.

11. Where is Phonemic Awaress found in K.C.A.S.? • Phonological Awareness and Phonemic Awareness can be found in Foundational Skills in the new common core. • Foundational Skills are found in grades K – 5. • The Foundational Skill standards have been deconstructed and can be located on K.D.E. ‘s website.

12. Locating Foundational Skills • Locate a yellow highlighter and highlight the Foundational Skills for grades K-5. • After highlighting the Foundational Skill Standards, reflect on three things you want to remember about Phonemic Awareness. Use the Reflection provided. • Share out your reflection by participating in Inside Outside Circle.

13. The Language of Phonics A grapheme is the Smallest part of written Language that Represents a phoneme In the spelling of a word. A grapheme may just be one letter, such as b, d, f, p, s, or several letters, such a ch, sh, th, -ck, ea, -igh. • Several approaches to phonics instruction, that have a logical instructional sequence that include: • Synthetic phonics • Analytic phonics • Analogy-based phonics • Phonics through spelling • Embedded phonics • Onset-rime phonics instruction Grapheme Systematic Phonics

14. The Language of Phonics - continued • Structural Analysis is the process of identifying unknown words by using knowledge of word structure Compound words Contractions Syllables Root words Affixes Greek and Latin Morphemes Word Identification is the process of combining letter-sound correspondence and structural analysis to identify regular and irregular words of one or more syllables. Automaticity or immediate recognition is the ultimate goal. Structural Analysis Word Identification

15. What you need to know about Phonics • Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction. • Systematic and explicit phonics instruction significantly improves kindergarten and first-grade children’s word recognition and spelling. • Systematic and explicit phonics instruction significantly improves children’s reading comprehension. • Systematic and explicit instruction is effective for children from various social and economic levels.

16. What do you need to know about Phonics • Systematic and explicit phonics instruction is particularly beneficial for children who are having difficulty learning to read and who are at risk for developing future reading problems. • Systematic and explicit phonics instruction is most effective when introduced early. • Phonics instruction is not an entire reading program for beginning readers.

17. Phonics Activity – Word Ladders Objective: The student will manipulate sounds of letters in words. • Provide the student with a student sheet. • The student cuts the letters from the bottom of the student sheet. • Reads the word on the first step. • Manipulates the letters to make other words, changing on sound in the word each time. • Continues until all steps are filled. • Teacher evaluation

18. Where is Phonics found in K.C.A.S.? • Phonics can be found in Foundational Skills in the new common core. • Foundational Skills are found in grades K – 5. • The Foundational Skill standards have been deconstructed and can be located on K.D.E. ‘s website.

19. Locating Foundational Skills • Locate a green highlighter and highlight the Foundational Skills for grades K-5. • After highlighting the Foundational Skill Standards, reflect on three things you want to remember about Phonics. Use the Reflection provided. • Share out your reflection by participating in Circle the Sage.

20. The Language of Fluency • Fluency is reading with expression or prosody • Automaticity is the fast, effortless word recognition that comes with a great deal of reading practice. Automaticity refers only to accurate, speedy word recognition, not to reading with expression Fluency Automaticity

21. The Language of Fluency- continued • In student-adultreading, the student reads one-on-one with an adult. The adult reads the text first, providing the student with a model of fluent reading. • In choral, or unisonreading, students read along with a group with you (or another fluent adult reader.) Student-adult reading Choral reading

22. The Language of Fluency • In tape assisted reading, students read along in their books as they hear a fluent reader read the book on audiotape. • In Partner Reading, paired students take turns reading aloud to each other. For Partner Reading, more fluent readers can be paired with less fluent readers. The stronger reader reads a paragraph or page first, providing a model for fluent reading. Tape – Assisted Reading Partner Reading

23. The Language of Fluency • In Readers’ Theatre, students rehearse and perform a play for peers or others. They read from scripts that have been derived from books that are rich in dialogue. • Independent level text: relatively easy text for the reader, with no more than approximately 1 in 20 words difficult for the reader. (95% success) • Instructional level text: challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader (90% success) • Frustration level text: difficult text for the reader, with more than 1 in 10 words difficult for the reader (less than 90% success) Readers’ Theatre Independent, Instructional and Frustration level text

24. What you need to know about Fluency • Repeated and monitored oral reading improves reading fluency and overall reading achievement. • Increasing “eyes on text” should be an intentional focus in creating fluent readers, as well as building the endurance of text necessary for comprehension.

25. Activity- Partner Read • Partner A reads and models fluency to Partner B. • Partner B reads and models fluency for Partner A.

26. Where is Fluency found in K.C.A.S.? • Fluency can be found in Foundational Skills in the new common core. • Foundational Skills are found in grades K – 5. • The Foundational Skill standards have been deconstructed and can be located on K.D.E. ‘s website.

27. Locating Foundational Skills • Locate a pink highlighter and highlight Fluency found in the Foundational Skills for grades K-5. • After highlighting the Foundational Skill Standards, reflect on three things you want to remember about Fluency. Use the Reflection provided. • Share out your reflection by participating in The Idea Wave.

28. The Language of Vocabulary • Tier 1 words are basic words. Most cannot be demonstrated and do not have multiple meanings, but students will need to know them. Sight words can be found at this level. Estimates indicate that about 8,000 basic words need no instruction. • Tier II words occur in high frequency and are found in a variety of domains. Estimates indicate that there are about 7,000 words for tier 2 or 700 words per year. These words have a powerful impact on verbal functions and are important to the understanding of text. Tier I Words Tier II Words

29. The Language of Vocabulary -continued • Tier III words are are words with low frequency of use, often limited to specific domains. They are best learned when a specific need arises. (Content area words) • Content area words. Tier III words Domain Specific Words

30. The Language of Vocabulary • Affixes are word parts that are “fixed to” either the beginnings of words (prefixes) or the ending of words (suffixes). The word disrespectful has two affixes, a prefix (dis-) and a suffix (-ful). • Words that are related in their meanings or degrees or graduations of meaning (knew, believed, suspected, heard, wondered) • These vocabulary terms are found in under Vocabulary Acquisition located in the Language Standards. (K -12) K – Indentify real life connections between words and their uses. 11/12 – Analyze nuances in the meaning of words with similar detonations. Affixes Shades of Meaning/nuances

31. What you need to know about Vocabulary • Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. • Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly.

32. Activity – Frayer Model • Purpose: To promote vocabulary development and student thinking. • Description: Using the Frayer Model, students will activate their prior knowledge of a topic, organize knowledge into categories, and apply their new knowledge to the compartmentalized structure. • Hint: Once students have learned how to utilize the Frayer Model for understanding topics in depth, the model can be used as a form of assessment or even at the beginning of a lesson as a Brainstorming Activity.

33. Where is Vocabulary found in K.C.A.S.? • Vocabulary is found in the LanguageStandards under Vocabulary Acquistion and Use. • Language Standards/Vocabulary Acquisition and Use is found are found in grades K – 11/12. • The Language Standards have been deconstructed and can be located on K.D.E. ‘s website.

34. Locating Language Standards/Vocabulary Acquisiton • Locate a blue highlighter and highlight the Vocabulary Acquisition for grades K-11/12. • After highlighting the Language Standards, reflect on three things you want to remember about Vocabulary. Use the Reflection provided. • Share out your reflection by participating in Think-Pair-Share.

35. The Language of Comprehension • Metacognition can be defined as “thinking about thinking.” Good readers use metacognitive strategies to think about and have control of their reading. Comprehension Strategies include: • Making connections • Text Structure • Visualization • Summarizing • Questioning • Monitioring Metacognition Comprehension Strategies

36. What you need to know about Comprehension • Text comprehension can be improved by instruction that helps readers use specific comprehension strategies. • Students can be taught to use comprehension strategies. • Effective comprehension strategy instruction is explicit, or direct. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them.

37. Activity – Text Structure • Review the types of text structure. • Read the text on the Modern Olympics. • Determine which type of text structure is being used for each paragraph. • Arrange the types of text structure in order as they appear in the text.

38. Where is Comprehension found in K.C.A.S.? • Comprehension can be found in the ELA standards under Reading/Literature and Reading/ Informational. • Comprehension is found in ELA standards under Reading/Literature and Reading/ Informational in grades K – 12. • The Reading/Literature and Reading/Informational standards have been deconstructed and can be located on K.D.E. ‘s website.

39. Locating Foundational Skills • Locate a purple highlighter and highlight the Reading/Literature and Reading/Informational standards in grades K-12. • After highlighting Reading/Literature and Reading/Informational Standards, reflect on three things you want to remember about Comprehension. Use the Reflection provided. • Share out your reflection by participating in Inside/Outside Circle.

40. Revisiting the Anticipation Guide • Review the answers you placed on your Anticipation Guide before today’s recalibration, as I go over the answers. • Did any of your answers change? • What ah! has! did you make as we were reviewing each component?

41. 3 – 2 - 1 • Name three things that you will share with your staff from today’s professional development. • Name twothings that you learned about K.C.A.S. • Name one thing you will check on as you conduct walk-throughs next year in your building.