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Reading rate, expression, and accuracy all play a role - not just speed!

Fluency is necessary for comprehension

Build fluency through repeated readings

Analyze miscues to determine specific student needs when addressing "choppy" reading

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Assess fluency

Assess accuracy

Allow for miscue analysis and further personalized instruction

One-on-one assessment

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Learn new sounds and sound patterns in a systematic way

Teach phonics explicitly

Whole group phonics instruction should occur in grades K-2 daily

Older students may require phonics instruction in a one-on-one or small group setting based on needs

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• All children benefit from phonemic awareness instruction
• The most effective instruction is direct and systematic
• Instruction in small groups is effective
• A little instruction goes a long way - keep lessons brief

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The National Reading Panel recommends systematic and explicit phonics instruction. Children progress through a sequence of phonics skills as they learn to read.

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Open - nothing block a sound during its production such as /o/

Blocked - the sound is blocked by the tongue, teeth, or lips during production such as /m/

Partially blocked - the tongue, teeth, or lips are released during the production of the sound such as /b/

Voiced - the vocal cords are activated during the production (feel your vocal chords vibrate when you say say /m/)

Unvoiced - the vocal cords are not activated during the production (/s/)

Clipped - the sound is stopped immediately after production (/p/)

Continuous/Continuant - the sound is continued until it can no longer be sustained (/m/)

Breve – a diacritical mark that indicates the short sound of a vowel /ŏ/

Macron – a diacritical mark that indicates the long sound of a vowel /ō/

Cognates – are phonemes that have the same visual display, mouth position, and place of articulation. The only difference is that one sound activates the vocal cords and one does not activate the vocal cords (e.g., /g/ and /k/). See page 10 in your activity book for more information.

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Put Reading First K-3 - National Institute for Literacy  (3)

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Yopp _1995_ A test for assessing phonemic awareness

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Word Study Instruction in the K-2 Classroom

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Armbuster, B.B., & Lehr, F., & Osborn, J. (2010). Put reading first: The research building blocks for teaching children to read: kindergarten through grade 3. DIANE Publishing.

Yopp, H. K. (1995). A test for assessing phonemic awareness in young children [Abstract]. The Reading Teacher, 49(1), 20-21. doi:10.1598/rt.49.1.3

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There is a multi-million "word gap" between children in wealthy families compared to those living in poverty (see below for more).

If you teach your students 10-15 words a week, you will have taught 555 words by the end of the year.

Students need multiple opportunities to hear and use a new word before it becomes a part of their vocabulary.

Attaching words to a concept (prior knowledge) aids students.

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Morphemic Analysis - using knowledge of suffixes, prefixes, and root words to determine the meaning of an unknown word

Context Clues - hints that are found within a passage that assist a reader in determining the meaning of an unknown word

Figurative language - non-literal language, such as similes, metaphors, and idioms
*require explicit teaching for all students, especially ELLs

Vocabulary Tiers
Tier 1: Basic Words

Tier 2: Academic Words

Tier 3: Specialized Words

Word wall - contains high-frequency words

Vocabulary wall - contains vocabulary words which are most likely not high-frequency words
*likely relates to content area vocabulary

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Phonics. Read Naturally, Inc. (2021). https://www.readnaturally.com/research/5-components-of-reading/phonics.

Williams, C., Phillips‐Birdsong, C., Hufnagel, K., Hungler, D. and Lundstrom, R.P. (2009), Word Study Instruction in the K–2 Classroom. The Reading Teacher, 62: 570-578. https://doi.org/10.1598/RT.62.7.3

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Hart, B., & T.R. Risley. 2003. “The Early Catastrophe: The 30 Million Word Gap by Age 3.” American Educator 27 (1): 4–9. www.aft.org/pdfs/americaneducator/spring2003/TheEarlyCatastrophe.pdf.

Training & Technical Assistance Center. (2015). PDF. William & Mary School of Education. https://education.wm.edu/centers/ttac/documents/packets/wordaboutvocabulary.pdf

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Determine student needs:

Is the student reading with sufficient fluency to allow for comprehension?

What level of questioning is the student struggling with?

What comprehension strategies may the student use while reading independently?

When selecting questions during shared reading, plan ahead! Certain texts lend themselves very well to modeling answering questions using comprehension strategies.

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Levels of Thinking Required by Comprehension Questions in Informal Reading Inventories

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How to Score an Informal Reading Inventory (IRI)

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Flynt & Cooter - Resource available for copies in the Griffith teacher resource area in the Flex Room

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Airth, M. (2021, March 31). Understanding Miscue Analysis & Running Record Retrieved from https://study.com/academy/lesson/understanding-miscue-analysis-running-record.html

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Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2002). Levels of Thinking Required by Comprehension Questions in Informal Reading Inventories. The Reading Teacher, 56(2), 174–180

SchoolEducationGroup, director. How to Score an Informal Reading Inventory (IRI). YouTube, YouTube, 4 Apr. 2013, www.youtube.com/watch?v=MMxOsyG0CJI.

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Many students feel anxious about writing

Daily journaling can help build students' comfort level

Provide opportunities for choice when selecting writing topics

Authentic writing opportunities increase student engagements

Incorporate writing into all content areas

Change it up! Provide opportunities to write poetry, fiction, non-fiction, and provide a variety of prompts

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Beginning – Writers write about direct occurrences, use familiar short sentences and basic descriptive words. May experiment with capitalization and periods, though not always accurately.

Expanding - Writers are learning how to expand their writing, perhaps considering audience and tone.  Stories will include a beginning, middle, and end with more details included.

Bridging - With teacher guidance, writers develop more detailed and structured paragraphs.

Fluent – Writers can write organized and consistent paragraphs. They are also able to edit and revise their work.

Proficient - Writers deal with abstract and complex issues in a creative and versatile manner - this is advanced!

Independent - Writers have developed their own unique style that evolves as they continuously evaluate their own work.

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Pre-phonemic

Scribbling

Letter-like symbols

Strings of letters

Pictures

Phonemic/Letter-Name

Attempt at picture labeling

Beginning letter sounds are used (d=dog)

Consonants represent words  (dg=dog, ct=cat)

Invented spelling is primarily used

Transitional

Initial, middle and final sounds  match words students attempt to spell (gras=grass)

Words are identifiable and match conventions of writing

Phrasing begins

Whole sentence writing develops

Conventional Writing

Correct spelling of words

Invented  spelling is no longer used

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Using Students' Invented Spellings as a Guide for Spelling Instruction That Emphasizes Word Study  (1) (2)

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Invernizzi, M., Abouzeid M., & Gill, T. (1994). Using Students' Invented Spellings as a Guide for Spelling Instruction That Emphasizes Word Study. The Elementary School Journal, 95(2), 155–167. https://doi.org/10.1086/461796

Loomis, S. (2021). Stages of writing and writing assessment. PowerPoint.