Reading fundamentals final 7.17.10

Reading fundamentals final 7.17.10

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  Walmart Literacy AcademyWorkshops Reading Fundamentals Photo by Janet George
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  Walmart Literacy AcademyWorkshops: Putting them in Perspective Building a Culture of Literacy Literacy Leadership & Literacy Assessment Data Elementary Literacy Individual and Small Group Tutoring Reading Fundamentals Comprehension 101 Fluency 101 Vocabulary 101
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  Session Objectives Todevelop a deeper understanding of reading and its building blocks. Phonemic Awareness Phonics Fluency Vocabulary Comprehension
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  Today’s Agenda Welcome,Introductions, and Warm-up Defining Reading Stages of Reading Development 5 Components of Reading The Structure of a Reading Block The Writing Process Reflection and Evaluation
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  Group Norms Befully present Limit side-bar conversation Practice active listening Honor time limits Place phones on silent Use City Year Power Tools
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  Do Now Howdid you feel about reading in middle school? Why? How do you feel about reading now? Why?
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  The Reading Deficit:Nationwide U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Reading Assessment. NAEP achievement-level results in reading for public school students: 2009 GRADE % Below Basic % Basic % Proficient % Advanced Grade 4 34 34 24 7 Grade 8 26 43 28 2
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  Why do weneed to learn about reading? Reading is a primary way of learning. For some children, reading can take years to develop and those years can be very frustrating. Helping children who struggle with reading starts with understanding the components of reading. Learning to read is a sequential process with each skill building on the previously taught skill.
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  The Simple Viewof Reading Reading Comprehension = X Farrell, L., Davidson, M., Hunter, M. and Osenga, T. (year). The Simple View of Reading: Research of Importance to All Educators.
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  A slightly moredetailed view of reading Reading Comprehension = X Farrell, L., Davidson, M., Hunter, M. and Osenga, T. (year). The Simple View of Reading: Research of Importance to All Educators.
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  Jeanne Chall’s Stagesof Reading Development Learning to Read Reading to Learn However, there are children who do not progress in this order or timeline. Stage 5 Analysis and synthesis of text helps construct under-standing AGES 18+ Scholastic Red. (2002). Scholastic Red Professional Development Course Improving Reading Comprehension, Grades 3-5. New York, NY: Scholastic.
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  The Failure Cycle Scholastic Red. (2002). Scholastic Red Professional Development Course Improving Reading Comprehension, Grades 3-5. New York, NY: Scholastic.
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  The Three Typesof Struggling Adolescent Readers Aliterate students who can read fairly well but choose not to – reading bores them and they see no purpose in engaging in it Functional Illiterate students have some reading skills, though these skills are insufficient for competent performance in everyday tasks Illiterate students who are totally unable to read a simple sentence in any language
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  How do wehelp these students? We provide direct instruction in the skills that the students have not yet acquired.
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  The National ReadingPanel Report In 1997, Congress created the National Reading Panel. The job of the panel was to determine from all research available, what were best practices in reading instruction. In 2000, the panel released findings identifying five key components of reading instruction.
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  5 Components ofReading Slide adapted from Sky Marietta’s presentation “Digging into Data: Unearthing a Fresh Perspective”
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  PHONEMIC AWARENESS
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  Phonological Awareness ContinuumMore Complex Less Complex Rhyme & Alliteration Phoneme Blending & Segmentation Onset-Rime Blending & Segmentation Syllable Blending & Segmentation Sentence Segmentation
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  What is PhonemicAwareness? Phonemic awareness is the understanding that words are made up of sounds and being able to hear, identify, and manipulate individual sounds that make up a spoken word. Examples: Tim = ____ phonemes time = ____ phonemes chain = ____ phonemes
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  Before children learnto read print, they need to become aware of how the sounds of speech in words work, so they can make a connection between units of sound and symbols (letters). Phonemic awareness is the foundation for later “sounding out” (in phonics). Studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first two years of school. National Institute of Child Health and Human Development, 2000. The Role of Phonemic Awareness in Learning to Read
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  Drop and Mark
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  PHONICS
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  What is Phonics?Phonics is the process of teaching sound-symbol relationships to decode or encode words. It is understanding the relationship between sounds you hear in words and the letters that write them. Examples: - sailor - information
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  The Role ofPhonics in Learning to Read Phonics maps speech to print. It helps readers understand that sounds in spoken words are represented by letters in written words. Students need to learn how to apply phonics skills as they learn how to read and write. Blending words in sentences moves students from word fluency to sentence fluency. Reading connected decodable text develops automaticity and fluency in beginning reading.
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  Why don’t kidsunderstand phonics rules? How do you make the a vowel sound in each of these words: c a t sw a p w a r f a vor v a n What about these words that also make the /a/ sound but do not have the letter a in the word? they sleigh very
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  Please read thefollowing word ghoti
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  List as manywords as you can that include a different short or long vowel /e/ sound. Are there any words you can think of that have a short or long /e/ sound that isn’t made by the letter e?
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  FLUENCY
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  What is Fluency?The National Reading Panel defines fluency as the ability to read a text quickly, accurately, and with proper expression. National Reading Panel, 2000
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  The Role ofFluency in Learning to Read Fluent reading mentally frees the reader up to work on other reading skills such as comprehension.
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  Fluency Practice Thewandering willow whistled woefully, as the wind whispered wearily in warm weather.
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  VOCABULARY
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  What is Vocabulary?Vocabulary refers to the meanings of words we hear and read. Tier 1- common words Tier 2- higher level words Tier 3- content specific words
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  Tier 2 VocabularyPractice Tier 1 Tier 2 help argue speak strongly mean kind
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  The Role ofVocabulary in Learning to Read Students need to know 90-95% of the words in a text so they can comprehend what they read. Students need to apply a variety of strategies to learn word meanings. When a word is not in the learner’s oral vocabulary, it will not be understood when it occurs in print. Vocabulary and word learning strategies, must be explicitly taught and practiced.
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  Vocabulary Estimations Average3 rd Grader Reading vocabulary 10,000 words Average 12 th Grader Reading vocabulary 40, 000 words To reach that average, children need to learn about 3,000 words a year. (Nagy & Herman, 1987)
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  Vocabulary Instruction Childrenlearn the meanings of most words indirectly, through everyday experiences with oral and written language. Although a great deal of vocabulary is learned indirectly, some vocabulary should be directly taught. Direct vocabulary instruction includes teaching individual words and word learning strategies. National Reading Panel Report (2000)
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  Hink Pink super snooper big pig cellar dweller sad dad lazy daisy fake lake hot pot neat street millionaire dinnerware brighter fighter
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  COMPREHENSION
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  What is comprehension?Comprehension is the process that enables readers to make meaning of text and communicate about what was read (National Reading Panel, 2000). It is an active, intentional process in which the reader engages with the text to both extract information and construct meaning from written language.
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  Text Comprehension Howto read both narrative and informational texts How to understand and remember what they read How to relate their own knowledge or experiences to text How to use comprehension strategies to improve their comprehension How to communicate with others about what they read What Students Need to Learn:
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  Type of TextWhat is a narrative text? What is an informational text? How do these relate to fiction and non-fiction?
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  The Elements ofa Narrative Text
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  The Elements ofan Informational Text
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  The National ReadingPanel’s Comprehension Strategies Working in Cooperative Groups Generating Questions Understanding Story Structure Using Graphic Organizers Monitoring Comprehension Summarizing Answering Questions Using Multiple Strategies
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  Bloom’s Taxonomy Creating : the learner creates new ideas and information using what has been previously learned Evaluating : the learner makes decisions based on in-depth reflection, criticism, or assessment Analysing : the learner breaks learned information into its parts to best understand it Applying : the learner makes use of information in a context different from the one in which it was learned Understanding : the learner grasps the meaning of information by internalizing and interpreting what has been learned Remembering : the learner is about to recall, restate, and remember learned information
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  What good readersdo BEFORE reading Access prior knowledge Set a goal Preview the text Predict what the text will say
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  What good readersdo DURING reading Read sequentially, skimming and focusing Reread Make notes Tune into main idea and information that matches purpose Check and modify predictions Monitor comprehension Make inferences Paraphrase/ summarize passages Respond to and evaluate text
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  What good readersdo AFTER reading Reread Summarize Reflect Apply information learned to the future
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  Monitoring for UnderstandingComprehension Game Get into groups of 6 with 6 copies of the short story, 1 game board, and 1 die Player 1 rolls the die, moves that many spaces, and answers the question. Repeat for rest of players. Begin reading- player 1 reads aloud until STOP, then rolls the die and answers the question. The group responds to player 1’s answer. Player 2 begins reading where player 1 stopped, until reaching the next STOP, rolls the die, answers the question, and then the group responds to the answer. Repeat for rest of the story. If you finish the game board before the reading, go back to “START READING” on the game board and continue.
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  Types of TextStudents need exposure to a variety of text types and genres. List some in the table below. Narrative Informational
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  Narrative FablesFairly tales Fantasy Folktales Legends Myths Memoirs Mysteries Novels Plays Poems Science fiction Tall tales Realistic fiction Historical fiction
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  Informational Autobiography BiographyBrochures Catalogues Directions Instructions Magazines Newspapers Recipes Manuals Textbooks Websites
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  Components of aLiteracy Block Format Mini-lesson Group work/Centers Independent work Content Word work (phonics, spelling, vocabulary) Guided reading groups Independent reading Partner reading Listening to reading Tape, computer, read aloud
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  The Writing ProcessPrewriting : The writer develops ideas for their work Webs -- Outlines Story maps -- Brainstorms Drafting : The writer gets her/his idea down on paper. 3. Sharing : The writer reads their writing to a partner, the teacher, or class for feedback.
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  The Writing Process(cont) 4. Revising : Writers look at their work again with a clear focus on the craft (not the conventions) of writing and make changes to clarify, to empower, to expand, or to excite. Topic Development/ Ideas Organization Voice Word Choice Sentence Structure and Fluency
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  The Writing Process(cont.) 5. Editing : Writers attend to the conventions of writing in this step of the writing process. Writers work on spelling, punctuation, capitalization, grammar and usage, and paragraphing. 6. Publishing : Writers attend to the presentation of their written work in this step of the writing process. Writers work on legibility, framing of the work and drawings that match the text.
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  Carousel
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  Action Plan /Ideas to Implement Ideas from this session to bring back to your site Reason for selection (identified problem, potential impact, etc)
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  Evaluation Please makesure you complete the workshop evaluation and turn it in before you leave this session.
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  Thank you! Pleasecontact Kathryn Robinson, National Manager of Literacy Training at [email_address] or 617-927-2393 if you have any questions.