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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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District Provided Training

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Really Great Reading Letter Tile Freeplay

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© 2022 Really Great Reading All Rights Reserved

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Heart Word Magic - Read and Spell High Frequency Words | Really Great Reading

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Heart Word Magic - Help Students Learn to Read and Spell High-Frequency and Sight WordsHeart Word Magic is a complimentary teaching tool designed to help students learn to read and spell high-frequency words and sight words, particularly those that aren’t very decodable. Show your students the animations, then try these fun, hands-on free Student Practice

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Use to support collaboration and student discourse.

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Cognitive and language development closely related.

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What is it? Literacy Coach and Reading Specialist Educator Training The goal of this grant is to develop training and professional learning for educators to become literacy coaches and reading specialists and to provide support for the LEAs that received the LCRS allocations.

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Students with strong phonological awareness are likely to become good readers (Blachman, 2000)

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Students with strong phonological awareness are likely to become good readers (Blachman, 2000)

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Literacy Coaches and Reading Specialists Grant - Categorical Programs (CA Dept of Education)

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Funding for eligible local educational agencies to develop school literacy programs, employ and train literacy coaches and reading and literacy specialists, and develop and implement interventions for pupils in need of targeted literacy support.

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Phoneme awareness performance is a strong predictor of long-term reading and spelling success and can predict literacy performance more accurately than variables such as intelligence, vocabulary knowledge, and socioeconomic status. (Gillon, 2004)

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Phoneme awareness performance is a strong predictor of long-term reading and spelling success and can predict literacy performance more accurately than variables such as intelligence, vocabulary knowledge, and socioeconomic status. (Gillon, 2004)

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Orthographic Mapping: What it Is and Why It's So Important

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Using Graphic Organizers Before, During & After Reading

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What Teachers Should Know About the Science of Reading

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Kagan support for collaboration among peers - Think/Pair/Shares, Partner Talks, Class Jobs.

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CECE Early Childhood Videos at Eastern CT State U.

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Supporting Oral Language Development in a Language Rich Environment

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Hand Movements for Phonological Awareness

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A creative way to develop sound to letter, and letter patterns!

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The mobile app contains content for English only, with explanatory text in English, Spanish, Chinese, and Korean.

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Sounds of Speech provides a comprehensive understanding of how each of the speech sounds of American English, Spanish, and German are formed. It includes animations, videos, and audio samples that describe the essential features of each of the consonants and vowels of these languages. English Sounds of Speech is especially useful for students studying English as a second language. Please select a language below to continue.

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Illustrative Math Questioning for Deeper Thinking

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Phonics Scope & Sequence K - 6

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High Frequency Words K -2

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Tool used to anticipating speaking aloud in class.

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What's the Difference Between Digraphs, Trigraphs, and Blends? by Amy Siracusano

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What Is Scarborough's Reading Rope?

In 2001, Dr. Hollis Scarborough created the Reading Rope using pipe cleaners to convey how the different "strands" of reading are all interconnected yet independent of one another. For many students, learning to read is a challenge. Scarborough's Rope captures the complexity of learning to read.

Scarborough's Reading Rope is made up of lower and upper strands. When all these component parts intertwine it results in skilled and accurate, fluent reading with strong comprehension.

The lower strands include:

Phonological awareness

Decoding

Alphabetic principle

Letter-sound correspondences

Sight recognition

The upper strands include:

Background knowledge

Vocabulary

Language structures

Verbal reasoning

Literacy knowledge

The Lower Strands

Phonological Awareness

Phonological Awareness is a skill set that includes identifying and manipulating units of oral language - parts such as words, syllables, onsets, and rimes. Did you know that you can improve your students' ability to read unfamiliar words without showing them a single printed letter?

Decoding

Decoding is the ability to apply knowledge of sound-letter relationships (phonics) to correctly pronounce written words. Did you know that in 2019, only 35% of 4th graders were at or above (NAEP) proficient level on the reading assessment?

Sight Recognition

Our sight word memory is also referred to as our orthographic lexicon, which includes all the words we can read accurately and effortlessly. Literate adults have a sight word memory of 30,000 to 70,000 words. Starting in 3rd grade, it is estimated that "skilled orthographic mappers" anchor 10-15 new words a day into their sight word memories. Sight word recognition is foundational to fluent reading.

The Upper Strands

Background Knowledge

Background knowledge is an essential component in learning because it helps us make sense of new ideas and experiences. Readers rely on background knowledge to attend to and make sense of what they are reading. This is especially important for readers who are still relying heavily on word decoding rather than rapid word recognition. Having knowledge about a variety of subjects, topics, and ideas makes it more likely that they will be able to make sense of what they are reading and more likely that they will add to their body of knowledge.

Vocabulary

An extensive and rich vocabulary enables readers to make sense of what they are reading. A reader with rich auditory and oral vocabularies will find it easier to read through texts that contain words they have not seen in print before. If the student can use their growing decoding skills and match their result with a word they already know the meaning of, they will be more confident in their abilities and will spend less overall effort on reading a text.

Language Structures

Syntax - The arrangement of words in a phrase or sentence. The English language has patterns and rules for the way we order our words. It also has some flexibility and variety in acceptable patterns, and even then, speakers and writers are allowed some leeway with these patterns.

Semantics - In linguistics, semantics is the study of the meanings of morphemes, words, phrases, and sentences. Knowledge of the meaning of a text is essential to reading.

Verbal Reasoning

Inference - a conclusion one can draw from known facts or evidence

Metaphor - a word or phrase used to say that something is another thing in order to suggest that they are similar

Literary Knowledge

Print Concepts - letters vs. words, 1:1 correspondence, reading left-to-right and top-to-bottom, spaces between written words, letter order matters, etc.

Genres of Literature - different types of books or stories defined by special characteristics

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row][oneHalf][/oneHalf][oneHalf]What Is Scarborough's Reading Rope?In 2001, Dr. Hollis Scarborough created the Reading Rope using pipe cleaners to convey how the different "strands" of reading are all interconnected yet independent of one another. For many students, learning to read is a challenge. Scarborough's Rope captures the complexity of learning to read.

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Reading SOS: Getting stuck on sight words

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Orton Gillingham Lesson: The 3 Part Drill

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The I Do - We Do - You Do model involves you in following a series of steps starting with you leading instruction and finishing with students working independently. In the I Do stage, you explain what students need to understand or model how to do a process. Then, in the We Do stage, you help your students by providing scaffolds such as prompts or partially completed procedures. Finally, in the You Do stage, your students do the procedure or show their understanding on their own.

Why You Should Use the l Do - We Do - You Do Model

When used well, the I Do - We Do - You Do model:

Suits novice learners (which most students are)

Nurtures self-efficacy

Reduces task anxiety

Students feel less anxious due to the clear modelling and the scaffolded opportunities to practice. These same factors help students to experience independent success, which in turn builds their self-efficacy ¹.

The I Do We Do You Do model is based upon the gradual release of responsibility from teacher to student.

Next, let's explore each stage in more detail.

This is true whether the procedure involves a younger student writing the letter m in cursive or a senior student keeping an historical research journal. Modelling is a powerful tool that draws on Albert Bandura's Social Cognitive Theory. Modelling involves: If you want to increase students' knowledge and understanding of a topic, you need to explain it. Research on the modality and multimedia effects² shows that you should explain things both:
Example

I Do Conceptual Learning

Visually

Example

The examples are faded as you start by completing many of the steps yourself and progressively get your students to more steps with each example.

Examples

We Do Conceptual Learning

The key to conceptual learning is getting your students to think about the material they need to understand. This involves helping them encode and retrieve the material in an organised way. Within the We Do stage of the I Do - We Do - You Do model you provide support through prompting comparative and organised thinking. You can make use of partially completed information and have your students fill in the gaps.

You can help your students encode information by getting them to:

You can help your students retrieve information using 2 strategies:

You can also do this:

Example

You Do Procedural Learning

With You Do activities as the procedural level, you simply have your students complete all of the steps involved in the task themselves.

Some people ask if you should get your students to apply what they have learned to solve problems at this stage. The answer depends on whether you showed them how to so and then did so together in earlier stages.

You Do Conceptual Learning

At the conceptual level, You Do activities involve recalling information without prompts. This can involve:

You Do Conceptual Example

More Than Just A Lesson Structure

Many people think of the I Do We Do You Do model as a way of structuring a single lesson, and it can be. Yet, it can also be much more. The structure can also occur:

When you believe your students will find lesson material to be quite challenging, you can break it up into more manageable chunks. You follow the the I Do - We Do - You Do structure for each chunk and may get a few chunks covered within a single lesson.

By contrast, you can also use the structure over several lessons. Especially as students get older, learning doesn't occur over a single lesson, so you follow the structure over a small series of lessons - with each lesson picking up from where the previous lesson finished.

Beyond the I Do We Do Model

The essence of the I Do We Do You Do model is scaffolding tasks as your gradually release responsibility to your students. Yet, many of the strategies listed above are grounded in research that fits nicely with, but is separate from, the I Do We Do You Do model, particularly:

However, there is one potent strategy that wasn't mentioned. It is a simple but powerful strategy - spaced practice (also known as distributed practice). Below, this is shown as a new stage Do Again (and again, and again).

Beware

You can adapt the model but some adaptations fly in the face of strong research. Be particularly wary of:

The rapid release of responsibility model turns the I Do We Do You Do model on its head and starts with the You Do stage. It is a euphemism for inquiry learning (and its cousins discovery learning and problem-based learning). The research is clear that while experts learn well from such approaches, novice learners do not. Most school students are novices in what they are learning, although they build expertise as they progress. As a result, you should not use inquiry learning with novice learners. Experts are competent in both the material and the processes or procedures involved.

You should also be wary of the we do stage being confused with collaborative learning. Collaboration can extend the model in useful ways, but the essence of the we do stage is teacher + student,not student + student. That said, some productive ways to use collaboration within the I Do We Do You Do model are:

Retrieval Pairs

One example of retrieval pairs would be flash card buddies, where one student holds up a card (or paper) with an explanation of a concept on the side facing their buddy and the name of the concept on the side facing them. Next, their student gives their buddy the first sound of the answer or of each word (prompts). The buddy answers and gets told if they were right or wrong, as well as the correct answer. The process repeats with different concepts and with students reversing roles. You could use a similar process with other retrieval exercises, such as prompted concept mapping. The teacher involvement in this stage is largely about preparing cards or other prompts.

Brain Dump 1-2-4

Students write down everything they can remember from a lesson or topic (brain dump 1). Then students pair up (brain dump 2), discuss each others' brain dumps, then make corrections and additions based on that discussion. They agree on a single, merged brain dump. Pairs then join with another pair (brain dump 4) and repeat the discuss and amend process. Note although there are 4 people in the group they are only discussing 2 merged brain dumps from the previous stage.

1 Person per Step

If your students are learning a multi-step procedure such as 2 digit by 2 digit multiplication you can use the one person per step strategy. 2 digit x 2 digit multiplication has 3 steps:

Multiply the top number by the ones

Multiply the top number by the tens

Add the answers from steps 1 and 2 together

Place you students into groups of 3, then have each person complete one step. Give your students at least 3 problems to solve and have them rotate the step they do each time. For uneven groups, one person may do 2 steps (groups of 2 are better than groups of 4). Note, you should use this strategy after your students have done independent practice as it reduces social loafing.

Footnotes

SHAUN KILLIAN
(MEd., MLead.)

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The I Do WE Do YOU Do Model Explained - Evidence-Based Teaching

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The I Do, You Do, We Do model is a simple yet potent way to use explicit instruction to improve your students learning. Discover how you

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Listen to words read aloud, follow with karaoke-style highlighting, enlarge text, or read in braille

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Access this drive to review working documents.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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English-Language Spelling Pattern Generalizations - TPRI

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English-Language Spelling Pattern Generalizations Phoneme Common Spelling(s) Frequency of spelling Sample words Generalizations B M E i X abbreviate, obedient,

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What could teaching foundational skill look like in any classroom, with any curriculum?

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Look Fors & Components of Effective Reading Instruction.pdf