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Anything written is phonics

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Word recognition x language comprehension = reading comprehension

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Foundational writing skills x composition = shilled written expression

Foundational skills: handwriting or organization

composition: topic knowledge, vocabulary, or grammar

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Contains 2 strands

Language Comprehension and Word Recognition

Language comprehension: background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge

Word Recognition: phonological awareness, decoding, and sight recognition

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1. Pre-Alphabetic Phase: little knowledge of letter sounds

2. Partial Alphabetic Phase

3. Full Alphabetic Phase

4. Consolidated Alphabetic Phase

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Deep understanding of what is read

Remembering important information

linking new information to prior knowledge

Knowing when and where to use knowledge

use knowledge appropriately in and out of school

communicating effectively with others

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Students and adults need to use different types of text pieces:

Articles

Picture Books

Chapter Books

Novels

Digital Prints

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Cognitive Constructivist View of Reading

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Cognitive Constructivist View of Reading

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States that reading is a process in which the reader actively searches for meaning in what is read.

A reader makes the connection between ideas and text.

Heavily depends on background knowledge and connections.

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Effective Teachers have print-rich environments( books, charts, word walls, or poems)

Meaningful tasks: whole class, centers, reading groups, writing groups, small groups, and individual groups

Variety of Groups: whole group, small group, individual

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Teachers want students to be independent.

We do: everybody does it

you do: Teacher does it

I do: students do it by themselves

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Modeling Instruction-> Guided Practice-> Application/Independent Practice

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Instructional use of small groups so that students work together to maximize all their learning

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Whole group, small group, and individual learning are all important for effective reading instruction

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Students success depends on the teacher and the way the classroom is set up

Print-Rich Environment is very important. Have word wall, poems, book shelves, etc

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Make sure the classroom is friendly and comfortable

Have designated areas for different subjects.

Make sure students know where things are around the classroom

Provide choices for students(reading centers, math centers, art centers, etc)

Make students part owners of the classroom

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Show the students how to do things. Model for students so they know how to do it!

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Te reading and writing behaviors that precede and develop into conventional literacy

Emergent readers tend to memorize

Some instructions begins at home, some at school

Students will come to school at many levels

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Children need to develop alphabetic principle and phonemic awareness

Language is a key component Reading comprehension

Kids understand language before they can read

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Phonological processing system: hears and recognizes words in sentences activates the meaning processing system

Meaning Processing system: reviews stored vocabulary for possible meaning of word

Context Processing System: involves background knowledge and language structure

Orthographic processing system:Print

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Being aware of sound properties in words.

Hearing a sound and putting the sound into words

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Word Awareness: knowing how many words are in a sentence(clap out words, push up counters for words)

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The concept that letters represent individual phonemes in a spoken word

2 parts:

1st part: Alphabetic understanding; knowing that words are made up of letters and sounds

2nd part: Phonological Recording; knowing how to translate letters into appropriate speech sounds

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Activities to help with Alphabetic Principle

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Activities to help with Alphabetic Principle

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1. alphabetic match(lowercase/uppercase

2. Alphabet Go Fish

3. Build a Flower(letter in the middle, petals have pictures that start with the letter)

4. Sound/letter games

5. Feed the Monster9Letter and sounds

6. Letter sorting

7. Playdough letters, salt trays, Bingo dot letters, wiki sticks

8. rhyming books

9. mystery words( pictures with items that turn into words)

10. Puzzles

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This figure helps illustrate the progression in which speech sound awareness become the foundation for orthography.

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1. Orthographic Mapping; The process of storing word for automatic retrieval

2. Blending

3. Decoding

4. Sight words vs High Frequency

5. Sight words: words that are known by sight. Is different for every child

6. High Frequency Words: Hard to sound out words that occur most often in the English Language

7. Heart Words

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Print-to-Speech tool

Organized by a words initial letter

Organized by alphabetic order

High Frequency words are usually placed on the wall

Helps students see patterns and relationships in words

Word Walls need to be interactive

Can be used in every subject

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Have students find words with a certain amount of letters

Have students find words with a certain amount of syllables

Play Word Wall Bingo

Find rhyming words

TIc-Tac-Toe

Word Wall Cheers

Incorporate words into center activities

Mind Reader Game (I am looking for a word with a short a sound and it has 3 letters)

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Sound to Print

Allows students to investigate sounds

Shows students how mouth is formed when making sounds

Shows students that letters can make different sounds

Stops- a letter that stops leaves a puff of air

Voiced: vocal sounds engaged

Unvoiced: letters included t, p, k

Fricatives: vibrations; letters included f, th, s, sh, v, z

Affricates: -letters included ch and j

Glides: letters included wh, w, and j

Liquids: letters included l and r

2 sounds: letters included x and qu

Nasals: letters included M and N

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1. Fluency is the ability to read rapidly, smoothly, without many errors and with appropriate expression.

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Stage 0: Emergent literacy stage(basics of print)

Stage 1: Formal Reading Instruction(decoding, alphabetic system)

Stage 2: Decoding-reading word by word, begin fluency skills (primary grades).

Stage 3-6: Build Fluency skills(comprehension, read more complex text).

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Guiding Students to become fluent readers

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Guiding Students to become fluent readers

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Reading builds on automaticity, vocabulary, word knowledge, and the desire to read more

To get good at readying, you have to read

Reading develops fluency skills

Provide a wide range of books, reading material that is interesting for students

Reading material needs to be at the Childs reading level

To help students become fluent, independent readers, they need to have some selection in what they need.

They need to read for pleasure, information, or whatever they need

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To get better at something, you need time to practice it

Time must be set aside everyday for independent reading.

How much time depends on grade level, maturity level, and interests.

What matters is that time is set aside for pleasure reading

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To help motivate independent reading, students must be provided with literature opportunities.

Have a well stocked classroom library library essential. They could include:

1. leveled books

2. books by the same author

3. all genres of books

4. multi cultural books

5. popular book series

6. Students need thier own book boxes

7. Posters

8. comfortable seating

9. pillows

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Encouraging Children to Read Outside  of School

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Encouraging Children to Read Outside  of School

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Take Home Book Bags: send books home for children to reading in a take home bags. Have a slip of paper for parents to sign that the child has read.

Pizza-Hut Book it program

Provide parents with good online resources to help their child

Accelerated Reader Program

Tour a public library

Hold Literacy nights

Scholastic Book orders

Purchase books for children to have at home, or get sponsors for your class to purchase the book

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Repeated Reading

Children must go through the 3 stages of fluency:

Non-accurate Stage: children have difficulty recognizing and reading words

Accurate stage: students are able to read and recognize words accurately. but it takes time and effort to do so. They tend to read slowly and without expression. May not understand what they are reading.

Automatic stage: students read accurately and without much effort. fluent readers

Students who read the same passage over and over became more confident and more fluency in their reading

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Simultaneous Repeated Reading;

1. done one-one-one with a teacher and a reader reading a passage together

2. Teacher takes the lead using a strong voice than student takes over the reading

3. Advantage is student gets repeated model of reading

4. disadvantage-time consuming

Neurological Impression; variation to simultaneous reading. Reader is paired with a stronger reader and does repeated reading

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Small Group and Whole Group Class Approach to Fluency Development

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Small Group and Whole Group Class Approach to Fluency Development

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1. Audio Assisted- listening to books(listening center)

2. Partner reading-reading with a partner

3. Technology- computer assisted programs( sight word games, word wall games, computer games-ABCYA)

4. Reading Books

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Fluency requires prosody

Prosody may help with reading comprehension

Prosody- reading with proper expression, volume,phrasing, intonation or stress

Intonation-Provides the melody of language that results from the use of stress, pitch, and juncture

Juncture helps children decide if the sentence/words/phrase says: Light housekeeper or lighthouse keeper

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Model, Model, Model

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Choral Reading-read passage together as a class or small group. Practice using expression and fluent reading.

Readers Theatre- Similar to a play, but without memorization of lines, costumes, etc. Children is assigned a part to read in a book, poem, etc. They practice this part by reading it over and over and over. Then the students performs with other students. High motivated.

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Head, Shoulders, Knees, and Toes-use different voices

Roll to Read- Roll dice and read a sentences

Tic-Tac-Toe- Read passages differently like a chant, silly voice or a narrator.

Mc Grammar- Reads books with music

Fluency Triangle

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Accuracy-amount of words read correctly

Rate-how many words are read in a certain amount of time

Expression-if book is read with expression

comprehension- if child can tell details about text

This can be done by using a curriculum based assessment

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1. Select a grade appropriate reading passage
 2. Child reads for 1 minute or so.
 3. While child is reading, keep track of errors.
 4. Determine the word correct per minute score.
 A. Subtract number of errors from total of words read correctly.

You can also find the student’s rate and accuracy form by doing an IRI
or running record. These scores can be compared to nationally
normed charts.

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Children's vocabulary knowledge grows tremendously throughout school years

By the age of 3, there is a 30 million word gap between children from the wealthiest to poorest families according to NAEYC(2014).

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1. Unknown-unfamiliar words

2. Acquanited - basic meaning only after student gives it some attention

3. Established - words known easily and automatically

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Programs should:

1. Provide children with frequent, extensive, and varied language approaches

2. Includes instruction in individual words

3. Provides students with instruction in learning words independently

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Teachers should be teaching or exposing students to vocabulary EVERY DAY

A variety of language experiences is necessary for student growth

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Children and an adult discuss unknown words that come up in their reading

Designed for primary grades but effective in upper grades as well

Exposes children to words that they wouldn't normally be exposed to

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Wide reading is particularly important for vocab growth.

Wide reading will foster automaticity provide knowledge about a variety of topics and leave habits of life long readers

Students can learn 3000-4000 words per year. Many of the words are not directly taught.

Reading texts needs to be easy enough that children can understand and enjoy it

Good readers encourager 1,500,00 a year

Struggling Readers encounter less than 10,000 a year

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Teaching individual words depends on how much students know and how well you want them to know the words you provide

1. Learning basic Vocab- Building basic vocabulary words learn to read most frequently used words in English language (sight words)

2. Learning to read unknown words- learning to read words that are already in their oral vocabulary( sight words and high frequency words)

3. Learning new words that represent know concepts- these words are not in oral or reading voabualries, but they have an avalialbele concept of the word (ell learners)

4. Learning new words that represent new concepts- Most difficult Total unfamiliar words also different dialetc of words (soda vs pop, shopping cart vs buggy)

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Tier one words- basic words. dont necessarily need to be taught(cat or dog)

Tier three words - low frequency words. Usually found in specific domains of literature. Usually taught in content areas ( science, social studies, math)

Tier Two words: High frequency words for mature language uses. These are the words to focus on. (Ferocious, magnitude, etc).

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He listed 4000 words that make up 90 percent of the words that readers will encounter.

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The first 100 words of Graves word list accounts for 50% of words that children will encounter.

Oral reading build oral vocabulary

Identify 5-10 words for instruction each work

use these in context

Keep a list of words taught (Word Wall)

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Take a word and dive deep into the word.

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External Context; words and sentences that surround a word

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Standardized Test

Group administered, non-referenced tests

Tests a variety of levels(pre-readers to adults)

Multi choice tests

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Spelling is closely related to reading and writing

A proficient speller helps support reading

Spelling depends on recall of complete word images in the orthographic memory system

Writing and Reading should be taught simultaneously.

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To spell words students have to map out the word using sound/symbol relationships.

Students need to think about syllable structure, morphological structure, language origins and odd word problems

Writing, you need graphomotor coordination to hold writing utensil and form the letter correctly

Dysgraphia- breakdown in communication pathways between the minds image of the letter and the hands ability to make the letter.

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Phonics or Word Study Lessons

Orthographic mapping, 4 part processing system.

High Frequency words

Frequent Practice of words (meaningful activities -tactile to searching for words).

Spelling patterns incorporated into a word list. Words with the same spelling patterns.

Find word structures, syllables, phoneme-grapheme, morphemes (map out words).

Introduce 5 words per week

Explain syllable types and syllabication

Write words in sentences.

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Syllables need at least one vowel for every syllable

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Helps students decode longer words

Helps students with spelling words

Provides students strategies to figure out unknown words

Spoken syllables and written syllables are broken up differently

Starts early with phonological awareness

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Closed Syllable: Most common

contains a short vowel letter that is closed off by one or more consonants.

The syllable doesn't have to begin with a consonant.

Two or more consonant letters often follow short vowels

EX: cvc

ccvc

ccvcc

Open Syllable: End with single vowel

The vowel usually makes a long sound

Examples: Oval, tidal, motor, equal

Some single syllables words are open syllables: me, she, he no

Magic E: Syllable contains a long vowel sound spelled with a single letter, followed by a single consonant and a silent e

Ex: mine, guide, mate, whale

There are exceptions to this syllable( Have, Love)

Vowel teams: Consisits of two, three, or four letters that represent one vowel phoneme

A vowel team can represent short, long, or diphthong vowel team

SOme consonants can be vowel teams ( ey, ay, oy, uy, , augh

Examples: Boat, caught

R Controlled

Consonant Vowel E

Vowel R syllables: Bossy R

A vowel followed by a R( ar, er, or, ur, ir)

Its difficult for children

Examples: torn, parlor, worth, circus, far, shirt, cart, farm

Consonant LE syllables: Found at the end of the word and are always unstressed

Spelling pattern is stable

It can combined with open and closed syllable

IF CLE is combined with an open syllable there ice no double consonant (cable, title)

If CLE is combined with a closed syllable there is double consonant (middle, topple ,lesson)

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Nouns

Pronouns

Verbs

Adjectives

Adverbs

prepositions

conjunctions

interjections

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Word Order Matters

English follows subject, verb, and object.

Ex: John reads books.

Agreement rules

Subject-verb agreement

Pronoun Subject

Tense Consistency

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Period:

ends complete thoughts

used in abbreviations

Comma:

seperates items in a list

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Knowing grade level

knowing readability level

interest of student

Does it push students to think?

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1. Readability Formulas (lexile scores)

2. Criteria such as depths of ideas, text organization, language characteristics

3. Reader-Task analysis

4. Leveling Apps information taken from book authors

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It considers two characteristics of text and yield a grade level equivalent score

Vocabulary difficulty and syntactic complexity

Fry Method of Readability focuses on word difficulty by considering the average number of syllables in the words or a text

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A multipart system that uses a comoplet formula of word difficulty and sentence complexity to determine reading level of short text and books.

There is a database that lists level of books and has a database where you can calculate a book you have in your possession.

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Considers number of ideas in the book, size of print, layout, correspondence between text and pictures, sophistication and familary of topics

Level A-Z

These types of books were good for independent instructional reading

SOR suggest to use decodable text for beginning readers.

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Voacbualry

sentence structure

length

ellaboration

coherence

text structure

Familarity of content and background knowledge

audience appropriateness

quality of the writing

interest

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Guided Reading texts( for independent and instructional reading)

Phonics Based Text (Science of Reading)

Basal Texts

Reading Series

Comprehension is the goal of all reading

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Floss Rule: Double the F, L, S, and Z when they come after a short vowel sound at the end of the a one syllable word (off, hill, boss, buzz, cuff, shell, and jazz)

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1. Closed

2. Vowel-Consonant-E

3. Open

4. Vowel Teams

5. Vowel-R

6. Consonant-le

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Morphemes are the smallest unit of sounds

Words can have one or more morphemes

Morphemes can be free or bound

Free morphemes stand on thier own as base words

Bound morphemes rely on other morephemes(prefixes ,suffixes)

Prefixes

Suffixes

Inflectional: does not change the part of speech

Derivational: helps determine part of speech

Past Tense: (ed, /t/, /d/, /ed/)

Morphemes provide clues to the meaning of new words while reading

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IF a one syllable words with one vowel ends in Jenn consonant, double the final consonant before adding the suffix ( flapped-flap, run-running)

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When a base word ends in a silent e, drop the e and add a suffix that begins with a vowel( move-moved, moves, moving)(scare-scaring, scared, scary)(Cry-cries, cried, crying)

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It take english learners at least five years to reach the same oral skill level as their English speaking peers according to to research

The push for a language arts curriculum has made outcomes harder for english language learners

Exposure is KEY!

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English Language learners require support from teachers

Language leaners face a language barrier and a cultural barrier

Make students feel comfortable

Graphic organizers

Designate language and content objectives for Each lesson

Provide students with background knowledge.

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Make instruction as clear and concise as possible

Use pictures or real-life objects

Provide hands-on opportunities for learning

Give additional practice and time for activities

If you can, give instruction in the child primary language

Some schools provide dual-language programs to help Non-english speakers

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Teachers need to be aware that in some languages, words can look and sound familiar.

Give learners extra time to complete work, tests, etc

Give yourself extra time to teach these learners

Build vocabulary of different languages in your classroom

Involve parents and siblings of a child in thie learning

If a student has a family member that knows english, have them assist you with teaching and speaking

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Use peers as tutors to help an English speaking child,, could benefit both students.

If possible give students the choice of how to respond to questions and do their work.

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Build vocabulary

provide visuals

draw on both languages

validate Spanish speakers language

select texts that the students can practice phonic patterns

teach students in small groups

read fiction and non-fiction books

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Modify assessments when able

Give students more time to do the assessments

Place students where they feel comfortable

Give them the assessment during the day when the student is focused

Read the test to students

Have students take a practice test

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the study of words and phrase meanings and relationships. The meaning and interpretation of words, signs, and sentence structure.

Words have different meanings and different things

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Chill and Chilly

Semantics help children to express themselves more clearly.

Examples:

synonyms

antonnynms

homophones

pronouns

categorization

compartivies

supperlatives

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It is meant to entertain the reader or present a story.

For example: a fairy tale is a narrative text structure. Narrative text structures should be easy to remember because the structure follows a story with a a beginning, middle, and end

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Comprehension is an evolving process. It begins before a book is opened, changes as the book is read, and continues to change after it is read.

A good book or book of high interest is easier to comprehend then something of little or no interest to you

Some students comprehend better with digital print and other students enjou reading actual printed books.

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1. Knowledge

2. Strategies

3. Metacogniton

4. Motivation

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Comprenshion does not ccour without knowledge

Prior knowledge may be the best predictor of students' ability to comprehend especially in informational text

The construction-integration model states that comprehension occurs when an idea in the text is linked to prior knowledge

activate prior knowledge before you read

Pre-reading discussions are critical

ELL students need to be taught to use their cultural beliefs and knowledge to make connections to texts.

To make connections and activate knowledge a great resource is the internet

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1. Questioning Skills

2. Visualization

3. Predicting

4. Connecting

5. Summarizing

6. Evaluating

7. Conscious efforts that you ask your students to deliberately use (interfences)

8. Flexible

9. Lead to Higher Level Thinking-take students into deeper interpretation of the text

10. Help to Reflect and Monitor-(metacognition) readers understand themselves as readers. They know what to do before, during, and after reading.

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A good reader:

Sets a purpose for reading-(enjoyment, to gain information(will depend on the reader)

Asks and answers questions- the reader poses questions before and during reading. This makes reading an active process.

Making interferences

Determining whats important

summarizing

Dealing with Graphic Information

Locating information

Critically Evaluting Information

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Basal reading program is a sequence of texts and lessons that develop students skills, strategies, and knowledge

Has a scope and sequence of what should be taught.

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It consists of shared reading, guided reading, and independent reading

Shared reading- reading a text together(whole classroom instruction)

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Focuses on simple view of reading

Word recognition x language comprehension= reading comprehension

Reading comprehension should begin early

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When texts, discussions, goals, and writing are all integrated around a theme.

Units of instruction. One topic is carried throughout the curriculum.

Follows demands of text, not scope and sequence

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Science: build a house out of straw, sticks, and bricks. Blow down houses with a blow dryer

Math: measure and weigh houses

Social: research how houses are made

Writing: Rewrite the 3 Little Pigs story

Reading: Compare/contrast different versions of 3 Little Pigs stories

Art: Make a big bad wolf mask

Technology: Make a presentation about 3 Little Pigs

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Takes students through prereading, during reading and past reading phrases of text reading.

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1. Motivating and Setting Purposes for Reading

2. Activating Background Knowledge

3. Building Text-Specific Knowledge( knowing about the type of text that is being read)

4. Pre-teaching vocabulary and concepts