Early Literacy And Reading Course

Early Literacy &Reading Instruction
Developed by
William M. Tweedie

PRIME TASK
Brainstorm!
As your colleagues are settling in, write on a separate sheet of paper as many words as you know about the topic of
PHONICS
Turn your sheets in at the end of the first half of this
session. Write clearly and neatly. You need not sign
your paper.

Early Literacy and Reading Instruction
A 5 Part Course
Setting Goals, Objectives and the Stage for Action
Using Computer Based Programs
Teaching in the Regular Classroom – Text, Print & The Alphabetic Code
Teaching in the Regular Classroom Phonological Awareness & The Alphabetic Principle
Teaching in the Regular Classroom Vocabulary, Fluency, Comprehension

Session One
Setting Goals and the Stage for Action
The Most Important Principles of Early Childhood Pedagogy
Love, appreciate, praise students to build confidence, curiosity, and independence
Set clear rules, expectations, and routines - Be consistent
Stimulate a love of learning - Focus on literacy
Facilitate and participate in appropriate activities
Help make meaningful connections with the world
Help develop social and personal skills and abilities
Involve students in planning their learning
Be a positive role model
Laugh – a lot
Adapted from A Summary of Early Childhood Education Principles Into Practice:
A Kindergarten to Grade 3 Needs Assessment, Saskatchewan Learning, February 2006

Session One continued
Literacy in Rompin
Setting Goals per School and District
What is Early Literacy?
What is Reading?
Early Literacy Instruction Theory
Predominant Methods
Whole Language
Analytical
Synthetic
What Are the Elements of Early Reading Instruction?
Screening, Assessment, Evaluation

Literacy in Rompin
Setting Goals
School
Review your numbers
Set a realistic goal and specific objectives to guide you to achieve it.
Share your course learning with your colleagues
District
Review of Numbers
Goals and Objectives

Setting Class & School Goals
School Example
numbers
realistic goal
list of the objectives

District
Review of numbers
Goals and Objectives
Insert Graph
Insert Text

It’s a complex topic involving many issues:
The ability to communicate through Reading and Writing
Oracy
New Literacies: Visual, Computer Literacy
Whole Language vs. Phonics Approaches
Pace & Elements of Child Development
Home, School, Community environment
Direct Teaching or Implicit Learning
Assessment, Intervention, etc.

It is a tool; a way to learn about the world and a means to participate more fully in the technological society of the 21st century. Rafferty (1999)
Practical, Relevant, Integrated, Meaningful and Enriching (PRIME ©) use of Communication in context within a print-rich environment. Skills and strategies are taught in these meaningful contexts rather than in isolation.
Tweedie (1999)

What is Reading?
Four Definitions:
Bringing meaning to text to get meaning from it
Learning to identify words and get their meaning
Learning to pronounce words
All of the above definitions and developing learning skills in the context of authentic, balanced reading and writing activities.
adapted from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li7lk1.htm

Early Reading Instruction
Theory
Predominant Methods
Whole Language
Analytic Phonics
Synthetic Phonics

Whole Language
Is a meaning-centered method based on the
following principles:
people learn best when actively involved in learning
not all children will learn the same things, much less learn them at the same time, no matter how we teach
educational assessment of learning should both focus on and promote continued learning

Children learn to read and write by being supported in actually reading and writing whole texts.
Phonics (Alphabetic Principle) has always been at the heart of whole language, acknowledged and taught as one of the three major language cueing systems (i.e., semantic, syntactic, and graphophonic) that must be orchestrated as one reads
(Mills, O'Keefe, & Stephens, 1992; Powell & Hornsby, 1993; Wagstaff, 1994).
(NCREL)North Central Regional Education Laboratory www.ncrel.org

Analytic Phonics (whole to part)
Involves development of phonemic awareness (recognising the sounds in speech) and analysis of whole words to detect phonetic (sound) or orthographic (spelling) patterns, then splitting them into smaller parts to help with decoding.
For example: onset and rime - onset (vowel sound(s)) at the beginning of a word or syllable and rime (always beginning with a vowel to form the remainder of that word or syllable).
Basics normally take 2+ years in L1 & ESL contexts

An awareness of sounds is introduced after sight reading has begun. Letter sounds are taught through alliteration.
big, boy, ball, bag
Beat, Bit, Bait, Bat, Boot

Synthetic Phonics (part to whole)
Involves the development of phonemic awareness from the outset with action.
The reader learns up to 44 phonemes and their related graphemes
One phoneme can be represented by various graphemes, e.g. ‘y’, ‘ie’, ‘i’ ‘ye’ ‘igh’ ‘eye’.
The reader is expected to recognise each grapheme, sound out each phoneme in a word, blending the sounds together to pronounce the word phonetically.
Works well with phonetically regular words.
Basics take 1 – 3 years in L1 and ESL contexts

Letters and their sounds are taught before reading commences as preparation for teaching reading through sounding out letters and blending sounds
b b b b
u u u u
s s s s …
b u s… bus

Comparing Methods
Which describes what?
Students are given words that contain the phoneme and must extract the similar sound in each word (usually in the initial position).
Phonemes are taught in isolation using sound associations and illustrations. Students then learn to blend phonemes to form words.
Students ‘read’ levelled picture books and decode inferentially.

Analytic?
Synthetic?

__oot, phone _______
cat, __ey, du___
horn _______ _______
pig _______ _______
sun, city _______
top _______ _______
chair, match _______
shell, wish _______
thump _______ _______
wheel _______ _______

ANALYTIC SYNTHETIC
foot, phone hissing cat
cat, key, duck clock pendulum
horn huffing of a runner
pig corn popping
sun, city hissing snake
top typewriter keys
chair, match chugging train
shell, wish prompt to be quiet
thump pound desk
wheel whistling

ANALYTIC SYNTHETIC
saw, ball, taught something’s too bad
moon, chew wailing ghost
book, put doing push-ups
cow, house when you get hurt
boy, oil pogo stick spring
car howling dog
fork seal
spur, her, work, fur growling dog

Read this sentence:
FINISHED FILES ARE THE RE-
SULT OF YEARS OF SCIENTIFIC
STUDY COMBINED WITH THE
EXPERIENCE OF YEARS.
Now count aloud the ' F' s in that sentence.
Count them ONLY ONCE; do not go back and count them again.

Whole Word?
I see fit to discuss fate if I let you bat with a boot the book that has notes about a boy whois boring but saw a car full of roses with the door shut and a man inside who shouts: “Ice!” toa crowd of people standing by, waving, who said “Bye!”. No Lie! © 1995 W. M. Tweedie
Draw a picture to illustrate this story.

Break Time!
Please fill in the Muddiest Point form and
return it to me after the break. Thanks.

Early Literacy Instruction
Alphabetic Code
Text/Print Awareness
Phonology(answer the phone)
Phonemic awareness(individual sounds)
Phonological awareness(larger chunks)
Alphabetic Principle
Alphabetic understanding
Phonological recoding
What is Phonics?
Fluency, Vocabulary, Comprehension

What is this word?
pheighch

William’s Reading Pyramid
encoding
Fluency Vocabulary Comprehension
Standard Two
Standard One
Standard One
decoding
Standard One
Pre-School

AaBbCc’s
Alphabetic Code –
Letter knowledge has been identified as a strong predictor of reading success
(Ehri & Sweet, 1991)
While teaching children letter names does not in itself result in success in learning to read* it can facilitate memory for the forms or shapes of letters and can serve as a mnemonic for letter-sound associations or phonics.**
*(Jenkins, Bausell, & Jenkins, 1972), **(Adams, 1990)

A different ABC song:
A is an apple
B is a bear
C is a cat – without any hair
D is a duck
E is an egg
F is a fish – stuck on a peg
G is a gorilla
H is a house
I is an iguana – playing with a mouse

J is a jungle
K a kangaroo
L is a lion – with only one shoe
M is a monkey
N is a nurse
O is an ostrich – with a big purse
P is a penguin
Q is a queen
R is a rabbit – with a big bean

S is a silly snake
T is a tiger
U is an umbrella – caught on fire!
V is a vampire
W is a whale
X is a fox – with a bushy tail
Y is a yak
Z is a zoo
And that’s the alphabet – just for you!
© 2007 William M. Tweedie

*%&$#^$
Not knowing letter names is related to children's difficulty in learning letter sounds and in recognizing words.
Children cannot understand and apply the alphabetic principle until they can recognize and name a number of letters.
Texas Education Agency (2002)

Instruction in the Alphabetic Principle does not follow the order of the alphabet.
It usually follows the frequency of letter usage and the graduation of ease and ability to decode words in the reading process.
Different ‘phonics’ programs follow different orders.

One way of introducing the idea of capitals and lower case letters is to describe the capital as the name of the letter and the lower case as the sound of the letter
Talking about when we use capitals – names, beginning of sentences etc. – will help students differentiate between the two

letter
letter + picture
letters + pictures + songs +
actions +
stories
Try to give your students as many ‘tabs’ as possible

Text Print Awareness(mechanics of text)
Children need to know:
Parts of a book
Texts are written from left to right
Spaces between words matter
There is a one-to-one correspondence between writing and speaking
Teach parts, directionality & vocabulary using:
Big Books
Total physical response
Use realia and kinaesthetic activities
Pantomime
Daily review of concepts of print
Small group instruction if needed

OOOO /K/A/
Phonology
Phonemic Awareness (PA)
is the ability to manipulate the smallest
units of sound that make up spoken
language: phonemes
A child who possesses phonemic awareness can segment sounds in words
blend strings of isolated sounds together to form recognizable word forms
manipulate sounds to create words

PA is auditory and does notinvolve words in print
Without phonemic awareness, phonics instruction makes little sense
Essential to learning to read in an alphabetic writing system
A strong predictor of children who experience early reading success
Rhyming & Alliteration precedes Isolation, Segmentation, Blending and Manipulating abilities

Rhyming/Alliteration
The cat sat to pat his rat! (picture)
Isolating/Distinguishing
What’s the first sound in Cat?
Segmenting
How many sounds in cat ? /k/ /a/ /t/
Deleting
What’s the word if you take out the /k/?
Blending
What is this word: /p/ /aaaa/ /t/ ?
Manipulating
What is the word if you put /r/ in front of /at/ ?

Phonological Awareness
In addition to Phonemic Awareness
Phonological Awareness encompasses
larger units of sound, such as syllables,
body/coda, onsets/rimes, prefixes, and
suffixes.
Sta te Sta le Sta ll Sta ff (body) / (coda)
S ay D ay M ay W ay L ay (onset) / (rime)
Rea / d Pai / d Be/ d Li / d Trie / d (body) / (coda)
F / at - F / ate (onset) / (rime)
Con struc tion (prefix) (root) (suffix) (syllables)

The Alphabetic Principle
is the understanding that there are systematic
and predictable relationships between written
letters and spoken sounds. There are 2 aspects:
Alphabetic Understanding:
Words are composed of letters that represent sounds.
Phonological Recoding
Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell words (Reading & Writing)

Beginning decoding is the ability to:
read from left to right, simple, unfamiliar regular words
Listen to and generate the sounds for all letters
blend sounds into recognizable words
Beginning encoding (spelling/writing) is the ability to:
translate speech to print using phonemic awareness and knowledge of letter-sounds (Alphabetic Principle)

What is Phonics?
– a method of teaching children to read(not something they need to learn)
Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language.
It teaches children to use these relationships to read and write words.
It is NOT Phonemic awareness.

What Is Fluency?
Fluency (automaticity) is reading words with no noticeable cognitive or mental effort. It is having mastered word recognition skills to the point of over-learning. Fundamental skills are so "automatic" that they do not require conscious attention.
Fluency is not an end in itself but a critical gateway to comprehension. Fluent reading frees resources to process meaning.

For students to develop fluency, they must:
perform the task or demonstrate the skill accurately
perform the preskills of the task quickly and effortlessly.
Research says successful readers:
rely on the letters not context or pictures
process virtually every letter
use letter-sound links to identify words
have a strategy for decoding words
read words repeatedly (Hasbrouck, 1998)

What Is Having Vocabulary?
The ability to understand (receptive)
and use (expressive) words to
acquire and convey meaning
Vocabulary refers to the words we must understand to communicate effectively
Vocabulary plays a fundamental role in the reading process, and contributes greatly to a reader's comprehension
It is the CORE(Central Operating Resource for Engagement)in an EFL Early Literacy program

Primary focus of instruction in grades K-3 should be on developing criticalreading skills
Read storybooks to younger children to develop vocabulary – every day!

What Is Reading Comprehension?
The complex cognitive process involving
the intentional interaction between reader
and text to convey meaning
the essence of reading
active and intentional thinking in which the meaning is constructed through interactions between the text and the reader (Durkin, 1973)
The content of meaning is influenced by the text and by the contribution of the reader's prior knowledge
(Anderson & Pearson, 1984)

Screening, Evaluation and Assessment
Screening?
Program readiness
Evaluation? - ongoing
Monitoring of Progress
– daily, weekly
Assessment? - cumulative
Degree of Success at end of a section/Program
Final Assessment

Translation, Adaptation,
Modification Exercises
GRTR Screening
Development Phases in Print Awareness
Skill Assessment Sheet
Examine your handouts

Teaching the Elements
Introduction and Overview
Focused, Personal, Intensive, Explicit, Systematic, and Patient (FPI/ESP)
Related to Text
Computer Based
Mainstream Classroom Based
Intervention
“Up until the age of 8, children are in the Acquisition Stage of
literacy learning. During this stage, a child's reading potential is
developing and can be affected positively by systematic,
intentional instruction.”- NAEYC

Summary of Session One
Teaching the fundamental elements as the essential components of a balanced approach to the teaching of reading, at any stage, alongside:
promoting a positive attitude to reading for pleasure and for information
motivating readers to read for themselves, not just for school purposes
teaching sight vocabulary
teaching of comprehension strategies and how, when and why to apply them
actively raising awareness and appreciation of the writer's craft

Assignments
Complete the Minute paper and hand it in.
Read the first part of each section of the Text and use the CD to Review and Clarify this Session
Submit a Copy of Your Goals and Objectives by the END of the Course
Revise and Translate the ‘Tests’ by the END of THIS WEEK. You will use them after the course to identify your students who need specific intervention strategies.
Finish your ABC song flashcards.

Session Two
Teaching the Elements Using Computer Based Programs
Review of the Elements
Look for the Elements and how they are learned as you experiment with each of the following two Programs
Think about the differences in Managing Computer Based Learning vs. Regular Classrooms

Computer Based Programs
Part 1 – On-disk program
CD Program: Hooked on Phonics
Complete the Muddiest Point form – return it
Part 2 – On-line program
On-line Program: Starfall
Complete the Minute paper – return it
Session Two continued

Session Two continued
http://asia.groups.yahoo.com/group/Connecting_the_Dots_in_Rompin
Assignments
Preview the Activity Resources for teaching the Alphabet, Text Awareness, you’ll find in the files section (Early Literacy) in the Connecting the Dots in Rompin Group site or that I send to you via email:
Print the documents and Prepareto present
one of the activities during the next session.

Teaching the Elements in the
Regular Classroom
Pay Attention to Attention Training
Strategies and Activities
Alphabetic Code
Text and Print Awareness
Session Three

Attention Training
Classroom rules
Getting students' attention
Focusing students' attention
Keeping students on-task during seat work
Maintaining students' attention
Review your handouts
Session Three continued

Alphabetic Code
Research shows it is important for young children to be able to:
Recognize and name letters
Recognize beginning letters in familiar words (especially their own name)
Recognize both capital and lowercase letters
Relate some letters to the specific sounds they represent

Strategies and Activities for
Teaching the Alphabet
Recognition
Remembering
Writing & Spelling (beginnings)
Refer to your handouts

Flashcards
Sight recognition
Hearing the sound
Practicing vocabulary
Connecting sounds and words with objects
Visual, Aural/Oral, & Kinaesthetic

Large flashcards can be used for whole class teaching – smaller ones for group work
Activities can be teacher led – “b for …?” or students can ask each other to find particular cards, either by their initial sound or by their picture
If you have separate pictures and sounds, memory and matching games can be played
Flashcards provide good cues for talking about objects, their uses, colours, size and characteristics

Text & Print Awareness
Teach Children About Books:
Know how to handle the book appropriately
Recognize book features such as the front and back covers, and the top and bottom, of the book
Understand that a book has a title, an author, words and pictures
Recognize that printed letters and words run from left to right and from top to bottom

Teach Children About Text:
We see text in a variety of settings and
applications.
Field Trips:
Around school
In the community
Text Collecting & Display Activities
Shopping lists
Product wrappings, etc.

Break Time!
Please fill in the Muddiest Point form and return it to me after the break. Thanks.

Strategies & Activities for
Teaching Text and Print
Awareness

Assignments
Complete the Minute paper – return it.
Download and review the Phonological and
Alphabetic Principle files from the CtDiR
Group site or that I send to you via email.
Begin preparation of large flashcards of
words from the text and for things in your
classrooms.
Bring the Handouts to the next session

Classroom Based Learning
Phonemic Awareness
Alphabetic Understanding
Phonological Recoding
Session Four

Phonemic Awareness
As children begin to learn to read, it becomes necessary for them to be able to explicitly identify the smaller units of speech (i.e. phonemes) in order to be able to make the connections between orthographic representations and the sounds that they represent.
Individuals who have developed phonemic awareness will be able to identify the “beginning sound” of please as /p/, and to segment the word into its component phonemes: /p/–/l/–/i/–/z/.
Session Four continued

Strategies and Activities for
Teaching Phonemic Awareness

Break Time!
Please fill in the Muddiest Point form and

Children, who have been given lots of practice with Phonemic Awareness and onsets and rimes (or body/coda) to generate word families, have a larger bank of words to draw upon and a means to decode many unfamiliar words.
Over 500 words can be generated from the following 37 rimes or codas!

Adapted From A Handbook Of Effective Instruction In Literacy - Rasinski and Padak
Kent State University – The / indicates where the body separates the coda.

Alphabetic Understanding
Alphabetic Decoding

Assignments
Download and review the Fluency,
Vocabulary and Comprehension files
from the CtDiR Group site or that I send to
you via email.
Bring the Handouts to the next
session

Classroom Based Learning
Vocabulary
Fluency and Comprehension
Putting It All Together
Syllabus and Content
Outline of Research Project
Conclusion
Session Five

Session Five continued
Vocabulary – The Critical Element
Principles and Practice
Fluency
Songs, Chants & Read Alouds
Comprehension
Questioning Strategies

Vocabulary Principles & Practice
Explicitly teach vocabulary
Critical to reading comprehension
Often neglected component of instruction for ELLs
Scaffold reading by asking frequent Questions to check and clarify
Critical to mastery

The Language of Instruction Matters.
TEACH in L1 to TRANSFER and BUILDskills and knowledge.
Components of L1 are the foundation
Phonological (Alphabetic Principle) skills transfer regardless of language of instruction
Word reading and background knowledge require instruction in primary language first
Reading Rockets/Colorin Colorado 2001

Correction
Technical mistakes should be corrected
Correct with PRAISE
Don’t over correct
DO NOT LABEL students
Assess individually and OFTEN
Provide extra instruction time – not less

Give extra time for practice especially for words and sounds as these lay the foundation for literacy development
Make sure EVERY student ‘gets it’ before increasing the complexity of the learning material
Start small and simple to build student confidence - PRACTICAL
Make EVERYTHINGRELEVANT for the learners
INTEGRATE abilities, content, skills and they will stay MEANINGFULLY ENGAGED (PRIME©)

Translating Exercises
English/L1 –
Common Alphabet
Words in Common - Cognates
Classroom Language & Labels

Fluency and Comprehension
Songs
Chants
Read Alouds
Questioning, Assessment
Focused Review & Practice

Break Time!
Please fill in the Muddiest Point Form and

Putting It All Together
Review of Existing Programs for Content and Syllabus
Prescriptive and Inflexible
C-A-T CAT
Open Court Reading
Scientifically based and context appropriate
Tampa Reads • MES-English
English Raven • RAZ

The Syllabus
Content and Sequence
Alphabetic Code
Teach letters 4 at a time in sequence
Teach sounds of letters but not as focus
Illustrate the letters in pictures, etc.
Distinguish capital from small letters
Introduce sight words
Always explain in L1 for comprehension
Teach text and word awareness skills (use text)
Begin copying & writing of letters
Make sure all students have a complete grasp before moving on

Phonemic Awareness - Teach as focus
Teach consonants and consonant blends first (Tampa Reads program)
Teach single vowels with two consonants
Teach simple sound manipulations
Always ensure vocabulary understanding
Assess students as a class and individually often
Introduce concepts of larger pieces of speech (chunks) and words (syllables)
Reinforce Alphabetic Code and Concepts of Print (use text)

Teach letter sound identity with written letters including digraphs
Teach blends, 2 consonant endings, double vowels, vowel blends
Teach manipulations of letters
Introduce sight words
Teach long vowels and silent ‘e’
Teach ‘r’ controlled vowels
Know and teach the AP rules as they arise.
Practice writing and spelling as you go.

Vocabulary, Fluency Comprehension
Begin VFC activities from the start
Always ensure ALL students understand the meaning of the words they are expected to work with except when another skill development which doesn’t require it is in focus.
Vocabulary and Comprehension are the CORE, fluency activities will help build both.
Expose students to books from the start
Make weekly trips to the library with some specific purpose mandatory.
Elicit the help and cooperation of EVERYONE in the school community.
BE
A
PRIME©
TEACHER ! Practical, Relevant, Integrated, Meaningful, Enriching

Outline of Research Project:
(designated school)
1 full class using a computer based program
½ of another class receiving intensive Early Reading Instruction
½ receiving regular class Instruction (control)
Other schools may be included
Year long monitoring with regular progress assessments

Course Summary
Community and Parent Involvement
Schedule of Follow-up Visits
Conclusion

Early Literacy and Reading Instruction
For more information PLEASE contact :
William M. Tweedie
EFL Education Specialist
william.tweedie@yahoo.ca
http://asia.groups.yahoo.com/group/Connecting_the_Dots_in_Rompin

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Early Literacy And Reading Course

by William Tweedie

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