Reading … Set … Go! Application of Research-Based Instructional Practices Competency 2 Component # 1-013-311 Center for Professional Learning Session 2 Instructor: Carmen S. Concepcion readingsetgo.blogspot.com Fall 2010
Investigative Activity Share responses to the investigative activity Elementary and Secondary Education Act IDEA National Reading Panel No Child Left Behind Reauthorization of the Elementary and Secondary Education Act
Every Child Reading: An Action Plan What will it take to ensure the reading success of every child? Effective new materials, tools, and strategies for teachers. Extensive professional development to learn to use there strategies. Additional staff to reduce class sizes for reading instruction and to provide tutoring for students who fall behind. Changes in school organizations for more appropriate class groupings and effective use of special education, Title I, and other supplementary resources. District, state, and national policies to set high standards of performance, to support effective classroom instructions, and to improve teacher training programs. Parents and other community members to support intensified efforts to improve the reading ability of all students. Parents and guardians to ensure that their children arrive at school ready to learn every day. Intensified research.
Reflection What are the implications for instruction at your school? What do you do well? What do you question? Where do you need to go next? What might be a priority to organize for successful instructions across the curriculum at your school?
Learning to Read “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.” -M.S. Burn, P. Griffin, & C.E. Snow, 1999 Starting out right: A guide to promoting children’s reading success, p.61
Learning to Read Children can have problems: Understanding vocabulary Recognizing the sound structure or phonological properties of words Developing letter-sound knowledge Understanding the alphabetic principle Decoding words Relating content to background knowledge Reading words and text with fluency (or quickly and accurately) Using comprehension strategies to help them remember and understand what is read.
How Do Good Readers Differ from Struggling Readers? Read Handout: “What Do Good Readers Do as They Read?” Create a chart listing characteristics of good and struggling readers.
A Call to Action “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.” -National Institute for Literacy, 2001 Put reading first: The research building blocks for teaching children to read, p. 11
Phonological Awareness A broad term which includes phonemic awareness In addition to phonemes, phonological awareness activities can work with: rhymes, syllables and discrete onset and rimes The phoneme level of phonological awareness is the most critical for learning to read.
Phonemic Awareness Phonemic awareness involves: Blending: putting sounds back together Segmenting: pulling apart words into sounds Manipulating: adding, deleting, and substituting these sounds Phonemes are the smallest units of sound in spoken words. /m/ /a/ /p/ 1st 2nd 3rd Phonological Awareness PodCast
Investigative Activity Read Every Child Reading: An Action Plan Complete KWL Chart
For the next class… Prepare activity to teach phonological awareness Model activity to class or present video introducing phonological awareness