Ask participants to reflect on the implications for instruction at their schools.
Read quote. Ask the participants, “ What are some barriers that can cause some students to stumble or have difficulty learning to read? Share bullets from next slide
Tell participants that throughout the course, we will look at components of effective reading instruction. We will examine the best way to help students develop the knowledge, skills, and experiences they must have to ensure that no child is left behind. Have participants complete Participant Knowledge Survey.
Research provides information about what good readers do as they read, about how good and struggling readers differ, and about the kind of instruction that helps struggling students become good readers. Have two tables of participants pair together to create a chart listing characteristics of good and struggling readers. Table 1 will list the characteristics of good readers. Table 2 will list the characteristics of struggling readers.Each table should read and discuss the handout. They should list their assigned characteristics using the same heading as on the slide.After each table has completed their chart, have them discuss their findings with their partner table.After the discussion, have someone from each group tape their charts together and post them on a wall.Ask, “Overall, how would you describe good readers?”Answers should include: They are strategic, metacognitive readers who know how and when to use a number of strategies to help them comprehend what they read. Ask, “Overall, how would you describe struggling readers”?Answers should include: They do not read strategically, nor do they have sufficient metacognitive awareness to develop, select and apply strategies to enhance comprehension. Teachers need to explicitly teach the comprehension strategies that good reader use. This instruction helps students develop metacognitive awareness of how and when to use these strategies. Ask participants to pause for a moment and picture in their mind the good readers that they have taught. Ask if they were all alike?Good readers can be very different from one another. For example, some prefer to read nonfiction, while others like adventure stories. Some like to respond to what they read by writing while others enjoy discussing their reactions with a friend. Ask participants to think about the students that they have taught who struggles to read. Ask if they were all alike.They were different from one another as well. Our role as teacher is to extent all of our students; knowledge and skills to ensure reading success.
Some students can read independently. These students usually read on their own during the summer. These students need opportunities to extend and broaden their knowledge of reading.Other students are not reading independently. Some of these students have forgotten much of what they learned over the summer. They did not read on their own during the summer months and/or they were not sufficiently fluent by the end of the of the prior school year. Many recover when teachers provide a well-structured review: although research has documented that it may take half the school year for students such as these to rebound. Others may need additional instruction to help them bounce back and move ahead. Some students may have never learned to read adequately. These students fell through the cracks and need immediate intervention. It is not too late to help these student catch up. Explicit and systematic instruction is necessary for them to develop the knowledge and skills necessary to begin reading as soon as possible.
Have participants complete survey with partner. Discuss answers.
Reading … Set … Go!<br />Application of Research-Based Instructional Practices <br />Competency 2<br />Component # 1-013-311<br />Center for Professional Learning<br />Session 2<br />Instructor: Carmen S. Concepcion<br />readingsetgo.blogspot.com<br /> Fall 2010<br />
Investigative Activity<br />Share responses to the investigative activity<br />Elementary and Secondary Education Act<br />IDEA<br />National Reading Panel<br />No Child Left Behind<br />Reauthorization of the Elementary and Secondary Education Act<br />
Every Child Reading: An Action Plan<br />What will it take to ensure the reading success of every child?<br />Effective new materials, tools, and strategies for teachers.<br />Extensive professional development to learn to use there strategies.<br />Additional staff to reduce class sizes for reading instruction and to provide tutoring for students who fall behind.<br />Changes in school organizations for more appropriate class groupings and effective use of special education, Title I, and other supplementary resources.<br />District, state, and national policies to set high standards of performance, to support effective classroom instructions, and to improve teacher training programs.<br />Parents and other community members to support intensified efforts to improve the reading ability of all students.<br />Parents and guardians to ensure that their children arrive at school ready to learn every day.<br />Intensified research.<br />
Reflection<br />What are the implications for instruction at your school?<br />What do you do well?<br />What do you question?<br />Where do you need to go next?<br />What might be a priority to organize for successful instructions across the curriculum at your school?<br />
Learning to Read<br /> “The mission of public schooling is to offer every child full and equal educational opportunity, regardless of background, education, and income of their parents. To achieve this goal, no time is as precious or as fleeting as the first years of formal schooling. Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.”<br />-M.S. Burn, P. Griffin, & C.E. Snow, 1999<br />Starting out right: A guide to promoting children’s reading success, p.61<br />
Learning to Read<br />Children can have problems:<br />Understanding vocabulary<br />Recognizing the sound structure or phonological properties of words<br />Developing letter-sound knowledge<br />Understanding the alphabetic principle<br />Decoding words<br />Relating content to background knowledge<br />Reading words and text with fluency (or quickly and accurately)<br />Using comprehension strategies to help them remember and understand what is read.<br />
How Do Good Readers Differ from Struggling Readers?<br />Read Handout: “What Do Good Readers Do as They Read?”<br />Create a chart listing characteristics of good and struggling readers.<br />
A Call to Action<br /> “Our understanding of ‘what works’ in reading is dynamic and fluid, subject to ongoing review and assessment through quality research… We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers.”<br />-National Institute for Literacy, 2001<br />Put reading first: The research building blocks for teaching children to read, p. 11<br />
Phonological Awareness<br />A broad term which includes phonemic awareness<br />In addition to phonemes, phonological awareness activities can work with: rhymes, syllables and discrete onset and rimes<br />The phoneme level of phonological awareness is the most critical for learning to read.<br />
Phonemic Awareness<br />Phonemic awareness involves:<br />Blending: putting sounds back together<br />Segmenting: pulling apart words into sounds<br />Manipulating: adding, deleting, and substituting these sounds<br />Phonemes are the smallest units of sound in spoken words.<br /> /m/ /a/ /p/<br /> 1st phoneme 2nd phoneme 3rd phoneme<br />Phonological Awareness PodCast<br />
Investigative Activity<br />Read Every Child Reading: An Action Plan<br />Complete KWL Chart<br />
For the next class…<br />Prepare activity to teach phonological awareness<br />Model activity to class or present video introducing phonological awareness<br />