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Misunderstanding 1 – Decodable texts are loaded with problems.

Decodable texts have controlled vocabulary. This teaches children that the reading is not a meaning making endeavor. Patterned texts have their own set of problems. They offer a different kind of controlled vocabulary with patterns that exaggerate repeated words and phrases in ways that sound very little like every day speech. They are like lists-providing limited opportunities for deep thinking. Pattern text may use words that are decodable by definition but are not at all within the decoding reach of a beginning reader. The repetition can distract child from using the print. We should look for text that have the right balance of interest, decidability, and opportunities for thought.

Misunderstanding 2 Predictable text make learning to read easier

Without aligned text readers are at risk of formulating the misguided hypothesis that reading is simply using the pictures and maybe a few letters, to infer the words. We need to maximize orthographic learning opportunities that require the students to slow down and look closely at print. We should show children that print is a reliable source of information that helps them learn to trust the alphabetic principle.

Misunderstanding 3 Using meaning as the go to source of information will teach children to comprehend.

Patterned and decodable texts are built on content that is familiar. They can offer meaning making opportunities for novice readers. But, neither offer sufficiently deep value for reading comprehension growth.

We have to teach reading comprehension through oral language opportunities like in shift 1- read alouds, shared reading, and classroom conversations. Spoken language give students a chance to practice about complex ideas.

Misunderstanding 4 As long as kids are spending time with books every day, they will become better readers.

We want students to have choice and take charge of their own reading lives. High volume independent reading makes good common sense and has research behind it to the ultimate goal of helping children become lifelong readers. This can be a lost if students don’t spend the majority of their time with texts that match their current skills as readers. Students needs lots of time with texts that set them up to “read all of the words”. Orthographic exposure creates opportunities for self teaching. Reading should feel less like riding on a bumpy dirt road and more like zipping along a sophisticated superhighway. Students should be reading texts that are aligned to what they are learning. So its not just how much children are reading that matters, its is also what they are reading. Time in aligned text leads to orthographic learning rather than orthographic frustration.

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So what cand we do? There are 3 tensions to consider.

Tension 1. Decodability vs Predictability

Authors use predictable text that are more familiar and easily illustrated words which often means they are less decodable. Example in a highly predictable text, eat spaghetti rather than eat meat. Or a highly decodable text words maybe less familiar to children like sob vs cry and ram vs sheep.

Tension 2. Novelty vs Repetition

Redundancy gives children multiple exposures to words. Patterned text have a lot of repetition of high frequency words. Decodable text have word level repetition but tend to have purposeful redundancy with particular sound spelling patterns. Novelty refers to only those unknown words built from familiar sounds spellings example cheek, seam, beach.

Tension 3. Orthographic Value Verus Sense-Making Value

A strong beginning reading text strikes a delicate e balance between practicing known spelling patterns (orthographic value) and thinking about interesting ideas (sense making value). Illustrations help bridge this tension in beginning texts contributing to cross checking and sense making. The best text offer competing demands and the 3 tensions. Aligned text are referred meaning they offer some element of contextual support and something to think about.

Our work as teachers is to recognize when the decodability of texts and the ideas they represent match the learning needs of the reading in other words texts are aligned to needs of the reader

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Practice using the three tensions to analyze the features of emergent level texts and decided which are a match for your students. Decoding-> Predictability, Novelty-> Repetition, Orthographic Value-> Sense Making Value.

More important questions that you can ask to analyze the features of emergent level texts.

-How natural sounding is the language structures for students?

-What high-frequency words will the readers need to know?

-How do the illustrations connect to the words? Do they deepen the story of the information? Will they supplant decoding words?

Good recommendations to follow as educators would be.

-Putting in the extra work to find illustrations that show diversity is an important way to honor and validate all children.

-We invite you to take this work even one step further, not only evaluating texts but also doing the hard work of eliminating those that just don't serve readers well enough.

Create baggies for your students to keep in their individual boxes of self selected titles and create new routines with your students to start with the read-all-the-words- then when you tell them, they can then move on to read the texts of read-in-other-ways.

With this routine and baggies with the "Read-all-the-words" students strengthen their understanding of the alphabetic principle. They decode, self-teach, accumulate orthographic knowledge, and grow to love reading. And with "Read-in-other-ways" Children engage with familiar and new texts, practicing and extending oral language. They enjoy a wide range of books and grow to love reading

Teaching students to use the print, even in a patterned text, prompt students to try decoding first. This can help offset the ways that repetitive language pattern inhibit the use of orthographic information.

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"Sounding it out" is not enough.

Students need explicit instruction, modeling, and practice to learn what the "Sound it out" call to action really means.

"Teaching a meaning first approach"

Cuts down on the orthographic knowledge that children can accumulate, making independent reading less valuable. It teaches children an unsustainable process for figuring out words.

"Children don't need to use all of the print to read"

We have to help children get to the meaning by going through the words rather than around them.

"The primary reason to teach children to decode is to problem solve the word in the moment"

Decoding words is only the beginning of the work of accumulating orthographic knowledge in a systematic way.

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M- Meaning

Contextual supports a reader can draw on when trying to figure out an unknown word

S- Structure

Syntactical information in the text that can help a reader figure out an unknown word

V- Visual

Letters and letter patterns available to figure out an unknown word

Use high leverage instructional routines to support problem solving.

PRACTICE PATIENCE- Give students time to problem solve before jumping in. Avoid creating a dependency on you.

TOUCH THE TEXT- Nonverbal reminder that the most powerful support lies in learning to study the text.

LOOK BEFORE YOU LEAP- To support building long-term orthographic knowledge and sustainable problem-solving strategies.

MAKE THE LEAP- Use context and structure to make a leap from their phonetic approximation to a word they know.

REREAD TO CROSS-CHECK- teach them to reread, using their meaning and context processing systems.

TAKE A CLOSER LOOK- To lift the tricky word out of the text, enlarging it in writing for closer visual inspection and orthographic mapping.

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LOOK: Start with the print

Decode before using other strategies

Look carefully at each part of the word

Stay focused on the print

Blend all the sounds together

LEAP: Add Context

Leap from the phonetic approximation of the word

Check the word to move on or problem solve more

Rebuild meaning after problem-solving

When readers are encouraged to reread, thinking about whether their attempt makes sense or sounds right, they are tapping into their listening comprehension to check on the decoding.

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Misconceptions Phonemic                                              resources.  

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Misconceptions Phonemic                                              resources.  

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1-Awareness develop naturally

For our ancestor there was only oral language but still was a complication on sharing language throughout time. Things that where done was drawing pictures and pictography to communicate the discoverer they can freeze spoken language and put it in print.

2-Phonemic and phonic awareness are the same

The start with the same begin (phon) which means sound so easily is mixed. However phonemic has to do with the meaning of the word and phonics is when you're learning the letters and sounds.

3-Once a child knows all the letters, they will be able to read

Teaching student the letter and sounds without intentions to spoken words might cause a pause in there learning to read.

4-Phonemic awareness is mostly a readiness of prereading skills.

Although this is important during the beginning parts of reading it also is a lifetime learning skill

5-Intentional phonemic awareness takes a lot of time or fancy

Although we would love more time and money to help with the learning phonemic awareness is something that can be done with lower resources and flexible in the class learning.

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Science says that phonic instruction that is taught systematic and explicit can significantly improve the students reading comprehension. We see that you may need dedicated time, a scope and sequence, a linking chart and frieze cards, a robust collection of word lists, high leverage instructional routines, and assessment plan. Zooming in on blending and continuosly working on building it.

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-13 words make up 25% of children's words

-109 high-frequency words make up 50% of children's language

- Ues "Elkonin" blocks to help spelling and dry erase makers and boards

-We scroll faster with our eyes than we speak

-We rapidly process letters and not words

-We analyze sounds

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Letter recognition is just learning it, nothing other than recognition: we can see that this is false as children are having to look and make the connection that "stick and ball is one letter when it faces in one direction-b". We teach skills to help make this stick like using "bed" to spell out with our hands to decipher which way "b" or "d" goes facing way.

To strengthen phonics you must purchase programs: this is incorrect as we can see working with what the child may need with free programas has worked it just takes time working with and trying different things before just purchasing things. We see that teacher pay teacher offers free or refused programs to try out before just trying anything.

Phonics isn't really worth teaching because English is unpredictable and its spellings are unreliable: We may say things a little different than others and our rules may be mixed up / changing often but at the end of the day once you learn it you learn it.

If you have a strong scope and sequence and solid instructional routines, you have systematic phonics instruction: just because you have a strong part of your lesson doesn't mean it is ment for all of your children that may be in your classroom.

Learning phonics is boring: teaching fun things depends on you as a teacher. You can turn things into games, activities and different things to learn.

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Dedicated Time for both whole and small group instruction. Schedule times for these types of instruction in your daily routine.

A Scope and sequence that representing a thoughtful progression of skills

A linking chart and frieze cards depicting consistent key words for teaching and sound

A robust collection of words lists representative of each spelling pattern being taught

Collection of high leverage instructional routines for blending, segmenting, and word building

Thoughtful assessment plan so that students can inform your reteaching and differentiation efforts

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Recommendations for making the shift

The first and foremost recommendation for making the shift is to treat oral language development as an essential ingredient for comprehension.  Considering how important listening comprehension is for later reading comprehension, this intervention is necessary.

A second recommendation is to gather what you need to support language comprehension, such as read-aloud texts, text sets, and most importantly, high-leverage instructional routines.  These three things will help in building and extending both intentional and incidental classroom conversations, which are important to helping the students have the confidence to extend their learning.

Honing in on the third recommendation for making the shift is zooming in on using interesting words.  To help students grow their learning, vocabulary is a big part of this.  Using phonological awareness to learn new words, as well as meaning, context, and orthographic (features of the written word), these things will help tremendously in making the shift.

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Misunderstanding 1 - Sight words are the same as high-frequency words.

All high-frequency words can be sight words, but not all sight words are high-frequency words.

Misunderstanding 2 - High-frequency words can't be decoded.

Although it is true that some high-frequency words are less decodable, or rule-governed, than others, all words have some degree of decidability, even the most irregular ones. They all have some letters and/or letter strings that are familiar and predictable.

Misunderstanding 3 -Children just need to memorize irregularly spelled high-frequency words as whole units.

You recognize the word as a familiar string of letters that have a precise and meaningful order, are associate with a particular sound sequence, and carry a certain meaning.

Misunderstanding 4 - The best way to learn high-frequency words is to practice reading, writing, and/or chanting the letters over and over.

Taking the spoken word and the written word apart and then matching up the two - phonemes to graphemes - is how the spelling of the word gets locked in long-term memory.

Misunderstanding 5 - If you can read a word, you know it.

A child goes from "knowing" the word stop by recognizing the context of the red sign to knowing it because it starts with /s/ like a siblings name, to knowing it because it is decodable letter by letter, to really knowing it because opportunities to match its spelling to its sound have made it automatic.

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High frequency words can’t be decoded.

Memorize irregular spelled words and high-frequency as a whole.

Read,writting and chanting letters is recommended for all students who struggle on decoding words and sounds.

The criteria recommended to use is Regular + Aliged, some examples are to use Consanants vowel and consonant sounds.

It is recommended to prioritize High-Frequency words for instruction and to break it down for students in order for them to decode them.

To organize high frequency words students need to prioritize using words such as a,and,at,as.

Stretching each word and breaking down the sounds will help students find the syllables.

It might be necessary to revalue the order of words and identify decodable words,as well as looking for opportunities to group words that have similar spelling patterns.

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Phonemic awareness:

Instructional Routines-high leverage instructional routines

Word Lists- bank of words to help students

Multisensory Scaffolds and interactive scaffolds

Assessment Plan - tools to monitor student progress

Articulatory Gestures

-Phoneme is made in the mouth, or placement of articulation it help children distinguish and remember the sound.

-Help to show children how to place their hands on their vocal chords to feel which phonemes are made with their vocal chords, voiced and which are made with just air, unvoiced.

Isolating with Sound Sorts

students will need to locate, isolate, and compare the phoneme in a certain position in one word.

-Segmenting with Elkonin Boxes

versatile and vital scaffold for the complex work of phoneme segmentation. Visual and multisensory.

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Listening comprehension develops through work of processing systems- phonological, meaning, and context. Listening comprehension is important for reading comprehension. Using word recognition skills does not compensate for the child's listening comprehension, but becomes more and more automatic through reading comprehension. Strong oral language can reduce the need for comprehension and its important for beginner readers to have access to ideas through read-aloud, conversations, and other language developing opportunities.

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Misunderstandings 1 Reading comprehension begins with print.

To comprehend a text enough words on the page have to activate language we already have in our heads. Reading comprehension begins long before children begin to decode. It begins as they learn to understand and use spoken language.

There are 3 listening comprehensions

-Phonological- you hear and recognize

-Meaning- review vocab and meaning

-Context- considers the surroundings context choose the appropriate meaning.

The more you talk with children and give them complex words and build that background knowledge the more developed and stronger listening comprehension they will have.

Misunderstanding 2 - Understanding spoken language and understanding written language are two different things.

-Reading comprehension is fundamentally the same work as listening comprehension.

-Reading comprehension and spoken language share the same 3 processing systems.

-Print is spoken language is written down whereas written language is intended to be put down on paper and looked at later. Once they look at it again it is turned back into spoken language.

-They have heard and understood via the language processing system which is a 4 part processing model

-Phonological

-Meaning

-Context

-Orthographic- is the ability to hear the print to recognize the words on the page and translate them into words.

Misunderstanding 3 - If children have strong oral language they have most of what they need to learn to read.

Word reading x Listening comprehension = Reading comprehension

-SVR (Simple view of reading) is the framework for understanding the way the word reading and listening comprehension both factor into the ultimate goal for reading comprehension.

- If either of these skills is limited or missing altogether the whole system of reading comprehension or sense-making breaks down.

-No amount of word recognition skills will compensate for the limitations a child listening comprehension puts on reading comprehension

Misunderstanding 4 - Successful comprehension in beginning reading text means reading comprehension is on track.

-If they can decode the text chances are they can understand them.

-Comprehension problems tend to be linked to limited language skills and often stay hidden until they hit the later grade levels.

This is when the complexity of the text begins to exceed the limits of a child's listening

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Development of the alphabetic principle requires thoughtful attention to both phonemic awareness and early phonics.

Gather what you need for thoughtful phonemic awareness instruction. This may include instructional routines specific to blending, segmenting, and phoneme manipulation.

Word Lists and Assessment Plans. Monitor student progress and inform your reteaching and differentiation efforts.

High focus in Articulatory Gestures. Purpose is to provide children a chance to explore how their mouths, lips, tongue vocal chords and airflow are used to make different phonemes. Example: look in the mirror and lets see what our mouths look like when we make the sound.

Implement Elkonin boxes are a versatile and vital scaffold for the complex work of phoneme segmentation.

Allowing your students high influx of phonemic awareness instruction across the day. Ways to do this are During morning greeting, have children clap the syllables or segment the phonemes in each other's names. You can also use Elkonin boxes during interactive writing.