* four phases in which students go through when learning how to read words

- pre-alphabetic: little knowldge of letter sounds, use pictures to represent letters

- partial alphabetic: learning that letters represent sounds and the shapes of letters

- full alphabetic: decoding harder words and unfamiliar word patterns

- consolidated alphabetic: learn more about words and syllables

* Reading comprehension = word recognition X language comprehension

- word recognition: fast and accurate reading of familiar and unfamiliar words in both lists and connected texts

- language comprehension: ability to derive meaning from spoken words when they are part of sentences or other discourse

* scores can be predicted if decoding skills and language comprehension abilities are known

* 2 strands

- language comprhension: background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge

- word recognition: phonological awareness, decoding, and sight recognition

* strands intertwine and when mastered reading comprehension takes place

* Zone of Proximal Development

- I do, we do, you do (teacher perspective)

* Gradual Release of Responsibility

- model instruction -> guided practice -> application/independent practice

* Cooperative Learning

layout & climate

* safe, friendly, learning environment

* interactive in nature

* students feel comfortable

* designated areas for subjects

* labels

* provide choices

* students are part owners

modeling & grouping

* show the students how to do things

* high expectations

* model EVERYTHING

* children who are in the process of learning what reading and writing are for and how to do it

language

* children need to inquire two insights about language: alphabetic principle and phonemic awareness

language processing system

* phonological processing system: hears and recognizes words in sentences (process spoken language) activates the meaning processing system

* meaning processing system: reviews stored vocabulary for possible mean of word

* context processing system: involves background knowledge and language structure

* orthographic processing system: print

phonological awareness

* having an awareness of sound properties in words; having the ability to hear and manipulate sounds in words

alphabetic principle:

* insight that spoken words are made up of a sequence of somewhat separable sounds (phonemes)

phonemic awareness

* spoken language consists of a series of small sound units or phoemes and the ability to manipulate these phonemes

print awareness

* what children experience first

* children begin to read and write before they understand

* skilled written expression = foundational writing skills X composition

- foundational skills: encoding of words into written symbols

* ex: letter formation & handwriting

- composition: knowledge of the topic, ability to choose words and order them logically

* ex: vocabulary & sentence formation

* orthographic processor: letter recognition

- visual image of letters you see or hear

* phonological processor: sound recognition

- connection the brain makes between letters and sounds when heard or read

* meaning processor

- all meanings of a word are engaged

* context processor: confirming meaning

* the Alphabetic Principle is the concept that letters represent individual phonemes in a spoken word

* the Alphabetic principle can be broken into two parts:

- Alphabetic Understanding: knowing that words are made up of letters and sounds

- Phonological Recording: knowing how to translate letters into appropriate speech sounds

Tolman's Hourglass Figure

* Carol Tolman created the hourglass figure. This hourglass figure helps illustrate the progression in which speech sound awareness becomes the foundation for orthography (writing system)

Word Recognition

* word recognition is the accurate and fast retrieval of word forms

* orthographic mapping: process of storing words for automatic retrieval

* learning disorder characterized by difficulty reading and decoding written language

* lifelong condition that cannot be outgrown

Importance of Early Screening and Intervention

* earlier identified and start interventions, the bigger the impact on academic success will be

* implementing interventions at an early age offers potential to reduce and possibly close the achievement gap between dyslexic and typical readers

Key Characteristics

* difficulty acquiring and using written language

* difficulty with symbols for sounds

* difficulty decoding words

* difficulties with phonological awareness

Role of Kansas Dyslexia Handbood in Supporting Educators and Students

* explains how to identify, teach, and support students with dyslexia and other reading difficulties to assure all students have access to literacy skills and strategies needed to help them reach their full potential

* provides information and procedures used by schools, teachers, and families in early identification of, instruction for, and accommodations for students who struggle to read

* helps schools develop written procedures, instructional methodologies, and evidence-based practices regarding students with dyslexia

* helps teachers align tools and programs with evidence to benefit all students, especially those who struggle with reading

* students benefit from systematic, explicit instruction in reading and writing and this handbook guides teachers on how to best help their students succeed

Effective Approach for Teaching

* multisensory and structured literacy approach

* print-to-speech tool

* organized by words' initial letter

* organized in alphabetical order

Sound Walls

* speech-to-print tool

* shows students how the mouth is formed when making sounds

* shows students that letters can make different sounds

* the ability to read rapidly, smoothly, without many errors, and with appropriate expression

Stages of Reading Development

* 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)

Guiding Students to become Fluent Readers

* reading builds on automaticity, vocabulary, world knowledge, and the desire to read more

* to get good at reading, you have to read

* reading develops fluency skills

* provide a wide range of books, reading materials that is interesting for students

* reading materials needs to be at that child's reading level

* to help students become fluent, independent readers, they need to have some selection in what they read; they need to read for pleasure, information, escape, or whatever interests they have

Repeated Reading

* simultaneous repeated reading

- done one-on-one with a teacher and a reader reading a passage together

Small Group and Whole Class Approach to Fluency

* audio-assisted: listening to books (listening center)

* partner reading: reading with a partner

* technology: computer assisted program

* reading groups

Prosody

* prosody is 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

Assessing Reading Fluency

* accuracy: amount of words read correctly

* rate: how many words are read in a certain time frame

* expression: if book is read with expression

* comprehension: if a child can tell details about their reading

Curriculum Based Assessment

* these assessments can be commercially purchased or done by the teacher

More Assessment Components

* anecdotal records

* running records

* self-assessment

* an assessment is an inference

* inference is determind by reliability and validity of data

* assessment should be authentic

* the teacher is in the best position to monitor students' ability

Formative Assessment

* should show what the students actually know at the time you assess them

* could be

- alphabet assessment, phonemic awarenss, decoding, reading level, comprehension, running records, writing samples

Collecting Evidence During the School Year

* teachers need to look at student work samples, scoring work with rubrics, teacher made assessments, discussions with students, observation of students

What else can you do?

* observe the students - look and listen; if you introduce a new concept, observe for understanding and clarification

* reading conferences - can be done one on one or in small groups; have the students read a passage to you to test quickly for fluency, accuracy, and comprehension

* student portfolios - examples of students throughout the year

What is a student needs more assessment?

* if you can see a student is struggling with information taught, more data is needed

* running records

* Individual Reading Inventories (IRI) include word lists, running records, comprehension questions, and retelling of stories

* DIBELS

* working one on one with the students

Commercial Assessment Systems

* these assessments are commercially made and mostly administered on the computer

* these tests were designed to show student progress

Progress Monitoring with Curriculum-Based Measurement

* these tests are adminstered one-on-one, as much as needed

* used to determine whether a reading intervention is working

* closely related so reading and writing

* depends on recall of complete word images in the orthographic memory system; production tasl

Spelling

* to spell, students have to map out the word using sound/symbol relationships

* consider syllable structure, morphological strucutre, language origins, odd word patterns

* graphmotor coordination: hold wriitng utensil and form the letter correctly

* dysgraphia: breakdown in communication pathways between the mind's image of the letter and the hand's ability to make the letter

How to teach spelling

* high frequency words, frequent practice of words, spelling patterns incorporated into a word list, find word structures, syllables, phoneme-grapheme, morphemes, write words in sentences, sorting, roofread, dictation

* introduce 5 words/week

* explain syllable types and syllabication

* unit of pronunciation that is organized around a vowel; may or may not have a consonant after the vowel

* every syllable has a vowel sound

Why do we teach syllables?

* helps students decode longer words, with spelling words

* provides strategies to figure out unknown words

Types of syllables

* Closed: one short vowel letter that is closed off by one or more consonants (ie. hat, black, blond)

* Open: ends with a single vowel, usually makes the long sound (ie. oval, tidal, equal, dinosaur, why, me, he)

* Vowel-Consonant -e: magical silent e; syllale contains a long vowel sound spelled with a single letter, followed by a single consonant and a silent e (ie. mine, guide, mate, whale, rude, invade)

* Vowel teams: consists of two, three, or four letters representing one vowel phoneme; can represent a short, long, or diphthong (ie. boat, caught, team, foam)

* Vowel -r: bossy r; vowel followed by the letter r (ie. torn, parlor, worth, circus, far, shirt, cart, farm

* Consonant -le: found at the end of multisyllabic words and are always unstressed (ie. cable, title, middle, topple)

* suggested order to teach: closed -> vowel-consant -e -> open -> vowel team -> vowel -r -> consonant -le

* morphemes: smallest unit of sounds

* free: stand on their own as base words

* bound: rely on other morphemes

* inflectional: do not change the part of speech

* derivational: helps determine part of speech

Rules

* consonant doubling: if a one syllable word with one vowel ends in one consonant, double the final consonant before adding the suffix (ie. flap -> flapping, run -> running)

* drop silent e: when a base word ends in a silent e, drop the e and add a suffix that begins with a vowel (ie. move -> moved moving moves, cry -> cries cried crying, scare -> scaring scared scary)

* children's vocab grows tremendously throughout the school years

* by age 3 there is a 30 million word gap between children from wealthiest to poorest families

Levels

* unknown - unfamiliar words

* acquainted - basic meaning only after students gives it some attention

* established 0 words know easily and automatically

Programs in Classrooms

* provide children with frequent, extensive, and varied language approaches

* includes instruction in individual words

* provides students with instruction in learning words independently

* fosters word consciousness, build student interests in words

* involves reading, writing, speaking, and listening

Exposure

* teachers should expose students to vocab every day

* variety is important

* interactive oral reading - discuss unknown words that come up in reading, expose children to words they wouldn't normally be exposed to

Wide Reading

* foster automaticity, provide knowledge about a variety of topics, and leave habits of life long readers

* learn 3000-4000 words/year

* reading needs to be easy enought that children understand and enjoy it

* good reader encoutner 1500000 words/year while struggling readers encounter less than 10000 words/year

Teaching Individual Words

* learning basic vocabulary - build basic words, learn to read most frequently used words (sight words)

* learning to read unknown words - learn to read words that are already in oral vocab (sight and high frequency words)

* learning new words that represent known concepts - these words are not in oral or reading vocabs, but have an available concept of the word (ELL)

* learning new words that represent new concepts - most difficult, total unfamiliar words, different dialect of words (soda vs pop)

* Teaching basic vocab - first 100 words of Graves words list accounts for 50% of words that children will encounter

- oral reading builds oral vocab; identify 5-10 words for instruction each week (use in context, keep list of words taught such as word wall)

Tiers

* Tier 1 - basic words, don't need taught

* Tier 2 - low frequency words, found in specific domains of ltierature, taught in content areas

* Tier 3 - high frequency words for mature language uses, words to focus on

Introducing a High Frequency Word

* say the word to the students and have them repeat the word to you; clap out syllables in the word; say the word in a sentence; say word slowly; write letters for word in word boxes and have students spell the word for you; use the word in a sentence and have the students say the word in a sentence

Adept Diction

* skillful use of words in speech and writing

* model words, word of the day or week, children's writing, students build own vocab

Assessing

* standardized tests - Gates-MacGintie Reading test

- group administered, norm-referenced, tests variety of levels, 15 minutes, compares to peers

* teacher-made - multiple choice, matching

* discussion and questions

* complete thought that contains subject and predicate

Types of sentences

* simple

* compound

* complex

* compound-complex

Basic grammar rules

* parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection

Syntax essentials

* word order matters (subject, verb, object)

* agreement rules (subject-verb, pronoun, tense consistency)

common punctuation rules

* period, comma, question mark, exclamation point, quotation marks

* grade level, readability level, student interest, push students to think

assessing text difficulty

* readability formulas, reader-task analysis, leveling apps, criteria (depth of ideas, text organization, language characteristics)

readability formula

* vocabulary difficulty and syntactic complexity

* Fry method: focuses on word difficulty; considers average number of syllables in the words; assesses syntactic complexity by considering the average number of words per sentence

* Lexile framework: multipart system that uses a comoplet formula of a word difficulty and sentence complexity to determine reading level of short texts and books

Book leveling

* considers number of ideas in the book, size of print, layout, correspondence between texts and pictures, sophistication and familiarity of topics

* level A-Z

* independenet and/or instructional reading

* beginners use decodables

Qualitative factors

* vocab, sentence strucutre, length, elaboration, coherence, text structure, familiarity of content and background knowledge, audience appropriateness, quality of writing, interest

what texts should be used

* varied, guided reading texts, phonics based text, basal texts, reading series, goal of all reading is comprehension

* important that they are learning how to speak English

* equally important that they don't abondon their native language

Importance of Learning English

* expose learners as soon as possible

* takes EL at least 5 years to reach the same oral skill level and English-speaking peers

* push for language arts curriculum = harder for EL

Effective Teaching Practices

* EL require support

* may also face cultural barrier

* make students feel comfortale and provide as much support as possible, build on experience and familiar concepts, designate language and content objectives for each lesson, make instruction as clear anc concise as possible, use pictures or real-life objects, hands-on opportunities, give additional time and practice, give instruction in primary language if possible

Instructional Techniques

* take advantage of words that look and sound familiar

* give them extra time to complete stuff and yourself extra time to teach

* involve family in their learning

* use peers as tutors, both could benefit

* give student choice of how to respond and do their work if possible

Developing Word Recognition and Comprehension

* decode written English and acquire alphabetic principle

* need specific instruction in vocabulary

* integration of phonics and vocabulary development is essential

Tips

* build vocab, provide visuals, draw on both languages, validate their language, use decodable books, teach in small groups, read all genres

Assessment

* modify when able, document exactly what is modified, do not modify norm-referenced tests

* place them where they are comfortable

* give when they are most focused

* read orally if possible

* purpose is to entertain or present a story

Goal - Comprehension

* comprehension is evolving process; begins before opened, changes while reading, change after read

* easier to comprehend when it is a good book or high interest

* some prefer digital print while others prefer printed materials

Developing Knowledge

* comprehension requires prior knowledge, background knowledge, and language comprehension

* prior knowledge may be best predictor of students ability to comprehend

* contruction-integration model: comprehension occurs when an idea in the text is linked to another or when the reader uses prior knowledge

* activate prior knowledge before reading

* pre-reading discussions are critical

* ELL taught to use beliefs and knowledge to make connections

Strategies

* conscious effors that you ask your students to use deliberately, flexible, lead to higher-level thinking, help to reflect and monitor

* good reader: sets a purpose for reading, asks and answers questions, makes inferences, determines what is important, summarizes, deals with graphic information, locates information, critically evaluates information

Selecting Curriculum

* reader will be focus of planning and selecting material; interest level, knowledge, strengths, and weaknesses should be considered

* comprehension curriculum includes: standards and objectives, texts that will be read, instructional methods

* thematic curriculum: texts, discussions, goals, and writing are all integrated around a theme; one topic throughout the curriculum; instructional sequence follows demand of text

Basal Reading Programs

* sequence of texts and lessons that develop students' skills, strategies, and knowledge

* scope and sequence of what should be taught

* usually has 3 levels (beginning, grade level, above grade level)

* teacher helps students apply skills and strategies

* students review text and engage in skills practices

Reading Instruction

* shared: reading as a whole class

* guided: small groups; teacher chooses books at appropriate level, meet with students regularly, teach reading and comprehension strategies

* independent: goal of program

Science of Reading

* focuses on simple view of reading

* word recognition x language comprehension = reading comprehension

* should begin early

Scaffolded Reading Experience

* takes students through prereading, during reading, and post reading phases of a text

* can be implemented in any reading situation

* focuses on purpose, selection, and the reader

* pre-reading: motivate and set purpose for reading, activate background knowledge, build text-specific knowledge, preteach vocab and concepts, prerequistioning, predicting, and direction setting

* during reading: read the text (silently or orally), guided comprehension (students read some then discuss, guide understanding)

* post reading: encourage students to do something with what they just read; questioning, writing, drama, reteach

Collect-Interpret-Apply

* designed to teach students how to read and transfer knowledge to independent reading

* student engages in active read aloud, transfer what they have learned to another novel or lit circle

* 4 parts: collect info, infer character traits, follow author's line of thinking, reflects on what they have read

* keep notes and conference with others, book club

* more difficult to comprehend, requires more and deeper prior knowledge, students have less experience, various structures

Knowledge Types

* word knowledge (vocab), domain knowledge (fluency, vocab, comprehension), text-structure knowledge (knowledge about text)

Building Knowledge

* conceptual knowledge - to build this teachers need to discover what knowledge students need

* need to build background knowledge

Comprehension Strategies

* same as narrative

* reciprocal teaching: involves multiple strategies to comprehend; generating questions, clarifying issues, summarizing, making predictions

* get students actively involved

Assessing Comprehension

* it's in the bag, K-W-L chart, beginning middle end, story maps, comprehension questions, character studies, make a diorama of information, reader's theater

* combining instruction is highly effective

* students should be encouraged to write for important purposes

* writing should function to communicate or to foster their own understanding, learning, or appreciation

Climate

* positive and encouraging environment

* given many opportunities

* given many resources and materials

Early Writing Strategies

* pre-phonetic - place letters on page with no regards to words

* semi-phonetic - represents some phonemes wtih graphemes

* phonetic - nearly every phoneme is represented by a grapheme

* transitional - students realize that words cannot always be written as they sound

Workshop

* can occur several times a week or every day

* teacher is facilitator, coach, and guide

* students support and help each other

* begins with teacher instruction, students and teachs write together, students then work on projects individually, teachers then conference with students and assist where needed

Writing to Learn

* students use writing to learn and understand difficult concepts

* allows students to think on paper

* note taking, brainstorming

Journaling

* promote fluency in writing, provide reflection, promote thinking and personal thoughts

* reading logs are response to literature, helps students reflect on what they read

* learning logs are to record subject matter

* double entry - quotes from text on one side, response on the other side

* dialogue - conversations with others

Process Approach

* prewriting - brainstorming about writing

* drafting - writing a rough draft

* revising - changing around words, phrases, ideas then rewriting

* editing - focusing on grammar, punctuation, spelling

* publishing - making into a book

Types of Writing

* persuasive - persuade someone to believe something or buy something

* narrative - story writing

* expository - gives facts and true information about a topic

* descriptive - gives detailed visualization of an event, character, situation, or place

* compare/contrast - compare how things are aike and different

Genres

* fiction, biographies and autobiographies, reports, letters, poems

* all need graphic organizers to help students organizw and write down information

Assessing

* be positive

* find good things in their writing and build on those, make suggestions of how phrases and sentences can sound better

* never criticize, this will cause the child to shut down and not like to write

* rubrics can be used

Simple View of Writing

* foundational writing skills x composition = skilled written expression

* foundational skills - encoding of words into written symbols

* composition - knowledge of the topic, ability to chooe words and order them logically

Sedita's Writing Rope

* critical thinking - engages what the student already knows; uses student's background knowledge to help them compose a writing piece; includes information such as organizing, drafting, writing, and revising a writing piece

* syntax - first understood by listening to language; students benefit from instruction on how to form correct sentences and parts of sentences

* text structure - students need instruction on specific text structure and how tese structures are written; paragraph structure; organization of paragraph and written text; linking and transition words and phrases

* writing craft - how a writer uses their own voice in their writing pieces; includes word choice, literary elements, literary techniques, awareness of task, audience, purpose

* transcription - involves how student produces their writing thoughts; spelling, handwriting, typing; need exposure and practice