The Five Keys to Reading Taught by methodsPhonemic Awareness that are… Identifying wordsPhonics accurately and fluently.Fluency ConstructingVocabulary meaning once wordsComprehension strategies are identified. engaging & motivating
The National Reading Panel: Phonemic Awareness1.The ability to hear; identify; and manipulate individual2.Improves children’s word reading and reading3.Helps children learn to spell.4.Identify phonemes.5.Categorize phonemes.6.Blend phonemes to form words. ( c+a+t = cat )7.Segment words into phonemes. ( cat = /c / /a / /t/ )8.Delete or add phonemes to form new words.9.Substitute phonemes to make new words.
Phonics Any phonics is better than no phonics. Teaching a few phonics well is better than teaching many phonics poorly. (beginning /ending/vowels/digraphs/blends) Regular, Systematic and Explicit phonics instruction is more effective than non-systematic phonics instruction. Synthetic phonics is more effective than analytic phonics. (NRP, Clackmannanshire, Rose Report, California) Instructs students in how to relate letters and sounds (grapheme / phoneme), how to break spoken words into sounds and how to blend sounds to form words. Give students many opportunities to apply what they are learning about letters and sounds to the reading of words, sentences, and paragraphs.
Fluency1. The ability to read a text accurately and quickly.2. The ability to recognize words automatically.3. The ability to group words quickly to gain meaning from reading.4. Allows readers to focus attention on what text means.
The Best Thing In The World contains all of the 220 Dolch Basic Sight Words. It is a 675 word passage. Retrieved from: http://teachers.net/lessons/posts/1224.htmlOnce upon a time, there were four brothers who lived in a far away land. Their father was an old king. One day he said, "I The brother went on another seven will not live long now. Today you must start out into the world. miles. He found a small brown bird. It had In a year, bring back the best thing you have found. The one been hurt, so he put it in his coat where it who can pick the best thing shall be the new king.“ could keep warm. As he went on, he saw aThe first brother said, "I will look in every city or town. I will buy the best thing I can for my father.“ little girl crying. He ran to meet her. "WhyThe next two brothers said, "We will both go on fast ships over the are you crying?" he asked. sea. We will find something better.“The last brother said, "I am going to ask the people here in our "I want to get some water from the well," she said. "We use so much. We drink cold own land to tell me the best thing." water. We wash the clothes clean with hotThe other three brothers began to laugh."Then you will never be water. But I do not know how to pull it up. king!" They said. Please show me.“The last brother started off. When he had gone about six miles, he met a man, "What do you carry in those big bags?" he asked. The brother said, "Hold this bird and I will help"The best thing in the world," said the man. "These are full of the you. It does not fly around anymore good nuts which fall from my five nut trees.“ because it got its wing hurt.!“"I dont think that would work," said the brother to himself, "I must try again." "Thank you. What a pretty bird!" she said. "I wish you would give it to me. If you will let me keep it, I will always be very kind to it. I will take care of it myself. I will make it grow well again.“ "Yes, you may have it," said the brother. So he gave her the bird and went on.
Teaching and Modeling Independent Wide Word Learning Strategies Reading Components of Effective Vocabulary DirectTeaching of Instruction Specific High-Quality Words Oral Language Word Consciousness Nagy, 2005
What it means to “know” a word• To understand the word when it is written or spoken.• To recall it when you need it.• To know how to use it with the correct meaning.• To know how to use it in a grammatically correct way.• To know how to pronounce it correctly.• To know how to spell it correctly• To know how to use it in the right situation.• To know when (and when not) to use it.• To know if it has positive or negative connotations.• To know which other words you can and can not use with it.• http://exchanges.state.gov/forum/vols/vol42/no1/p02.pdf
Learner’s incentives for choosing whether or not to read a book.• Interest value: – Do I or will I like this book?• Attainment value: – How important is this book to me?• Utility value: – How useful is this book to me?
Extrinsic vs. Intrinsic• Motivation Extrinsic Motivation – External reasons for reading • Told to read by the teacher • Get good grades *Less likely to continue activity outside of original context independently.
Extrinsic vs. Intrinsic Motivation • Intrinsic Motivation – Curiosity and desire to read for its own sake. • Genuine interest in reading. • Desire for mastery. • Enjoyment of challenge. *Continuing motivation outside of the original setting to read.
Motivation and Extensive Reading: What can teachers do?• Allow for student input and choice.• Gear instructional activities to student interest.• Allow for interaction among students of varying levels.• Help students set specific, attainable reading goals.
What can teachers do? (cont.)• Give many opportunities to succeed at challenging reading tasks.• Help match challenge level of task to student skill level.• Plan higher level thinking (more complex) activities as opposed to “standard operations and procedures.”
Mini Lesson( 10-15 min)• Skills and Strategies (competencies)• Genre (extensive and intensive)• Sustainable Habits and Behaviors (life long learning)
Establish Routines• where to sit during reading time• giving a book talk• how to be a good listener in a share session• what is an appropriate noise level during reading time• what to do when you finish a book• what kinds of questions to ask during a share session• running a small group share session• self-evaluation• getting ready for a conference• how to have a peer conference• where to sit during mini-lessons• taking care of books• keeping track of books read• rules of the workshop
Choose Your Path1. “One Text at a Time”2. Broad Units of Study3. Long Term Systematic Framework
“ONE TEXT AT A TIME” TEXT Behaviors/Actions Strategies/Tools Attitude/StanceGenre:Format:Task/Purpose:
Literature Example Monday Tuesday Wednesday Thursday Friday REFLECT Code Breaker Meani ng Maker Text User Text CriticQ: What have I taught students today that will makethem a stronger, more competent R/W/T the nexttime they pick up a text like this?
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Shared Shared Shared Shared Shared Shared Reading Reading Reading Reading Reading Reading Genre Genre Genre Genre Genre Genre Historical F Historical Non-Fiction Non- Fantasy Fantasy F Fiction-historical -historical -non-fiction -non-fiction -Elements of -Elements offiction fiction Fantasy Fantasy -critical -headings / -photo/-Schema features subheadings captions -plot -compare to Activation- Realismhistorical -table of -bold print -characterevent -punctuation contents traits -Review Plot “ “ -glossary-connect life to -dialogue -index -types of -main ideareal event in -main idea characters:history -Cause and -plot -static / Effect -Problem dynamic-punctuation -character and. ? ! feelings Solution-plot (introduction, problem, conclusion) Vocabulary Vocabulary Vocabulary Vocabular Vocabulary Vocabulary
Planning for Daily Intentional Teaching• What do my students need to know?• What strategies/knowledge help them as readers?• In what way does this “strategy” look different across genre?• How will I make this strategy or understanding clear to them?• What language will I use?• What texts/materials will best support this instruction?• How can/will I connect this work to writing?• How will I collect evidence that can help me determine how well students have grasped this new understanding?