The document discusses effective methods for teaching reading. It recommends developing readers who are passionate, inquisitive, strategic, confident, flexible, efficient, enduring, open-minded, and thoughtful. It emphasizes changing talk around texts, expanding the definition of comprehension, and developing readers from novices to experts. Key components of reading instruction include phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies, taught through engaging and motivating methods like mini-lessons, reading application, and sharing.

2. What is the best way to TEACH reading?
What kind of readers do we
want our TEACHING to
develop?

3. oPassionate
oInquisitive Time
oStrategic
oConfident
Text
oFlexible
oEfficient
Talk
oEnduring Task
oOpen Minded
oThoughtful Teach

4. • Change Talk about/around text
• Expand definition of Comprehension
• Develop Novice toward Expertise

5. • Mini Lesson
• Reading Application
• Sharing

6. The Five Keys to Reading
Taught by methods
Phonemic Awareness that are…
Identifying words
Phonics
accurately and
fluently.
Fluency
Constructing
Vocabulary meaning
once words
Comprehension strategies are identified.
engaging & motivating

10. The National Reading Panel:
Phonemic Awareness
1.The ability to hear; identify; and manipulate individual
2.Improves children’s word reading and reading
3.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.

15. 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.

16. • Mini Lesson( 10-15 min)
“Private Practice”
Conferencing
• Reading Application
“Small Group”
Guidance
• Sharing

18. FLUENCY: A Bridge
to Understanding

19. Fluency
1. 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.

22. 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.html
Once 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 a
The 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. "Why
The 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 hot
The 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 don't 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.

23. Teaching and
Modeling
Independent Wide
Word Learning
Strategies Reading
Components
of Effective
Vocabulary
Direct
Teaching of Instruction
Specific High-Quality
Words Oral
Language
Word
Consciousness
Nagy, 2005

24. 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

25. 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?

27. 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.

28. 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.

29. 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.

30. 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.”

34. Mini Lesson( 10-15 min)
• Skills and Strategies (competencies)
• Genre (extensive and intensive)
• Sustainable Habits and Behaviors
(life long learning)

36. 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

37. Posters
by
Beth Newingham

38. Posters
by
Beth Newingham

39. Posters
by
Beth Newingham

42. Choose Your Path
1. “One Text at a Time”
2. Broad Units of Study
3. Long Term
Systematic Framework

43. “ONE TEXT AT A TIME”
TEXT Behaviors/Actions Strategies/Tools Attitude/Stance
Genre:
Format:
Task/Purpose:

44. Literature Example
Monday Tuesday Wednesday Thursday Friday REFLECT
Code
Breaker
Meani
ng Maker
Text
User
Text
Critic
Q: What have I taught students today that will make
them a stronger, more competent R/W/T the next
time they pick up a text like this?

46. Posters
by
Beth Newingham

51. 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
Fiction Fiction Non-Fiction Non- Fiction Fiction
Fiction

52. 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 of
fiction fiction Fantasy Fantasy
-critical -headings / -photo/
-Schema features subheadings captions -plot -compare to
Activation- Realism
historical -table of -bold print -character
event
-punctuation contents traits -Review Plot
“ “ -glossary
-connect life to
-dialogue -index -types of -main idea
real 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

53. 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?

55. Read to Self

56. Read to Someone

57. Work on Writing

58. Work on Words

59. Listen to Reading

60. ☺Full Disclosure: Clarify Expectations
☺Explicitness: Describe the Practice
☺Demonstrate: Make it Visible
☺Practice w/ Guidance: Scaffolding
☺Private Practice: Student Application