Charlie Temple's presentation about how to teach literacy and support literacy for elementary students.

1. America Reads

2. Lesson Plan
1. Read an instructional level book
2. Do a word study activity
3. Write
4. Read an independent level book
5. Read aloud to the student

3. 1. Read an instructional level book
What is the “instructional level”?
 The child can read 9 words out of 10.
What’s the procedure?
 Before reading, preview the book. Look at the cover and a few pictures. Ask questions and invite
predictions.
 In the first weeks, you can take turns reading sentences or paragraphs.
 Press for fluency: “Read that again and make it sound like talk.”
 Stress meaning: As you read, stop and ask for comments about the text.
 After reading, ask child to retell the story, comment, explain what was going on and why.

4. The Girl in a Drum
In the village of Taire, all the families were happy. All the families but one. In that family lived
Mother and Father, and their daughters Nami, Sina, and Tabu. Nami and Sina worked hard every
day. They did what Mother and Father asked them to. But Tabu? Huh! She just sat and watched
the others work. She wouldn’t lift a finger to help. Not that girl.
Nami swept the dirt around the compound. Sina gathered the clothes and carried them to the
river to wash. But Tabu? She never did any work. Sometimes she even laughed at her sisters.
When nobody was looking, Tabu would sneak out into the bush and play. She pulled petals off
flowers. She filled up the holes of ground mice. She stripped the bark off trees.
Mother and Father told Tabu to be good. “Do your work like your sisters,” they said. “Don’t go off
by yourself into the bush. It can be dangerous there.” But do you think Tabu listened? Huh!

5. Her sisters warned her to change her ways. “You should help me sweep the compound,” said Nami.
“You should help me wash the clothes, and spread them out to dry,” said Sina. “Huh!” said Tabu. I
tell you, that girl would not help.
One day Tabu wandered off into the bush again to play by herself. She went far off this time--way,
way, far.
“BOOM! BOOM! BOOM! BOOM!” What was that sound? A great tall man with a shiny bald head and
a thick black beard marched up behind Tabu. He was beating on a HUGE drum.
Tabu wanted to run, but her knees were shaking too hard. That big man snatched up Tabu like dirty
rag and stuffed her into his drum—“Ploof!”

6. What if the child can’t reada word?
 If the word is decodable, get her to sound it out.
 (Demonstrate this the first few times, then get her to do it).
 Remind her of a word he knows that is spelled similarly.
 Find “smaller words” within the big word (hand-ker-chief)
 Tell her the word, rather than lose the thread of the text, then ask her to read it
later.
 Take note of the word and use it for word study later.

7. A word about reading fluency.
What is it?
 Accuracy, rate, expression, and phrasing.
Why is fluency important?
 If you can do something automatically, you can think about other things. Reading fluently frees up
the mind to comprehend.
How do you teacha child to readfluently?
 Model disfluent and fluent reading
 Get her to read the same 50-100 words again and again and again.
 Get her to read expressively: Read the same text several ways.
What are the targets? (Write these down).

8. Hasbrouck and Tindal’s fluency norms

10. IT’S TIME TO GO TO BED
It’s time to go to bed.
What time is it?
It’s time to go to bed.
What time is it?
It’s time to go to bed.
I don’t want to go to bed.
You have to go to bed.
What time is it?
You’ve got to go to bed.
I don’t want to go to bed.
You must go to bed.
I don’t want to go to bed.
I’m not sleepy.
I’m not sleepy.
It’s time to get up.
What time is it?
It’s time to get up.
What time is it?
It’s time to get up.
I don’t want to get up.
You have to get up.
I don’t want to get up.
You’ve got to get up.
I don’t want to get up.
You must get up.
I don’t want to get up.
I don’t want to get up.
I’m sleepy.
I’m sleepy.

11. Word Study
There’s a rough sequence to it:
 Common sounds of consonants and vowels
 Common spelling patterns (onsetsand rimes)
 Consonant blends and digraphs
 Polysyllabic words (consonant doubling: run/running); vowel markings (tune/tuning)
 Morphemes of 2 kinds: talk/talked; but compare rich/richer and teach/teacher.
 Derivations (You won’t see many of these yet): sane/sanity, vain/vanity.

12. Teaching Methods.
Sound boards:
 Build words together
 Work with onsets and rimes (spelling patterns).
 Substitute vowels
Pointout those patterns when you’rereading together!
Decodable text:
 Write or find a text with the spelling patterns you’re studying
 Here’s a good free source: http://www.freereading.net/wiki/Decodable_passages.html

13. Trap
"It is a trap!", said Gil.
He put his hand up to stop Zade.
They were on a track that ran up a hill.
Gil saw flat grass, past the next bend.
"It is just grass," Zade said.
"We can step on it."
But Gil got a rock. He put it on the grass. The rock fell into a pit.
The grass had hidden the pit.
It was a trap!
(Spache: 2.02)

14. Write.
 For beginners, writing is encoding: decoding backwards.
 Provides important diagnostic information you can use for word study.
 Writing and spelling are important on their own.

15. Some writing strategies
 SharedPen Writing: Dictate sentences based on what you have been reading. Have the child
write. Immediately correct any errors, and call attention to the patterns they should know.
 Written conversations:Ask and answer questions in writing.
 (See supplemental guide for more suggestions).

16. Read an independent level book.
Whatis the“independentlevel”?
 The child can read 19 words out of 20.
Whatprocedures?
Stresscomprehensionandvocabulary.

17. Methods for Listening and Reading Comprehension
For theAnticipation Phase
Advance Organizer
Predicting from Key Words
Anticipation Guide
Brainstorming
For theBuilding KnowledgePhase
Listen (or Read) and Learn
Listen (or Read) and Predict
Thinking Aloud
Visualizing
Know/Want to Know/Learn

18. For the ConsolidationPhase
Retelling the Text
Story Map
Finding the Main Idea
“Sketch to Stretch”
Shared Inquiry Approach
What? So What? Now What?
RAFT
Asking “Thought Questions”
Close Reading
Coping with Academic Language

19. ForVocabulary:
Wordconversations.
Examinea textandidentifyfouror fiveTierII Words.
Chooseoneof thewordsandsayit slowlyandclearly.
Havethe studentrepeatthewordafteryou,twotimes.
Explaininyourownwordswhatthenewwordmeans.
Giveanexampleof thewordusedincontext.
Askthestudentto giveexamplesof thewordinherownexperience,too.
Saythewordagain.
Havethe studentrepeatthewordagain.
Tellthestudentto be listeningout forthewordinthetextyouaregoingto read.