The document provides an agenda and overview for a training on engaging reading practices for paraprofessionals. The agenda covers the fundamentals of reading over two morning sessions, including a lunch break, and an afternoon session applying the learning. The presentation discusses key areas of reading instruction including oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. Examples and strategies are provided for developing skills in each area. Research supporting explicit instruction in these components is also summarized.

1. Reading Beyond the
Script: Engaging
Reading Practices for
Paraprofessionals
DR. SUSAN WEGMANN
THE BAPTIST COLLEGE OF FLORIDA
SJWEGMANN@BAPTISTCOLLEGE.EDU
WWW.SLIDESHARE.NET/SWEGMANN

4. Agenda for the Day
8:00-noon Fundamentals of Reading #1-4
12:00–1:00 Lunch
1:00-3:00 Fundamentals of Reading #5-6
and Application of Learning
During presentation, direct questions to
www.sli.do and #0707
2

6. Reading – What is it? What is it not?
Why the fuss?
Six areas of Reading plus Writing:
1. Oral Language
2. Phonological Awareness
3. Phonics
4. Fluency
5. Vocabulary
6. Comprehension
3

7. "Literacy is the state of being
able to participate fully in a
to-and-fro interplay between
person and text.”
Start at the very beginning. . .

8. Text – print written down, but also text can be seen as the
speech created as teachers and students interact
Person – the person's interpretation is important
To-and-fro interplay –reading is seen as going between the learner
and the text, with both informing the other
Participate fully – some are left out of literacy events, due
to a mismatch in culture, background, language, etc.
Being able to – this suggests a level of competence is involved
Literacy – commonly defined as being able to read, write,
speak, listen, spell

9. Louise Rosenblatt’s Transaction Theory
(Reader Response theory)
stance
efferent
aesthetic
linguistic experiential reservoir
evocation
A very good place to start. . .

10. Readiness to respond in a certain
way. In the transaction theory, or
reader response theory, there is a
spectrum on which all people
assume a stance.
Stance

11. Efferent Aesthetic
Spectrum of Stance

12. When people read efferently,
they are reading for the purpose
of a later event. (test, questions,
discussion, etc.)
Efferent
Stance

13. This stance is characterized by an
“in the moment” feel. . . when
time escapes you and you are
fully enjoying the reading event.
Aesthetic
Stance

14. the accumulation of all our
language and experiences to
date. (More than just background
knowledge.)
Linguistic
Experiential
Reservoir (LER)

15. When the reader and the text
come together – a sort of synergy;
each evocation is unique.
Evocation

16. I do not like them in a box.
I do not like them with a fox.
I do not like them in a house.
I do not like them with a mouse.
I do not like them here or there.
I do not like them anywhere.
I do not like green eggs and
ham.
I do not like them, Sam-I-am.
13

17. State of FL Equation
K-12 reading instruction will align with Florida’s
Formula for Success, 6+4+ii+iii, which includes six (6)
components of reading: oral language, phonological
awareness, phonics, fluency, vocabulary, and
comprehension; four (4) types of classroom
assessments: screening, progress monitoring,
diagnosis, and outcome measures; initial instruction
(ii) including considerations for background
knowledge, motivation, and the provision for print
rich, explicit, systematic, scaffolded, and
differentiated instruction, and the reading/writing
connection; immediate, intensive intervention (iii):
including extended time, flexible grouping,
14

19. A Bit of Background on Reading
Research
Preventing Reading Difficulties in
Young Children (Snow, Burns, & Griffin. 1998)
National Reading Panel (2000)
19

20. Six Essential
Components of
Reading
Instruction
20

21. Some Essential Components of Reading Instruction
oral
language
phonological
awareness
phonics
fluency
vocabulary
comprehension
18

22. Oral
Language
19

23. Oral
Language
Components:
Phonology Vocabulary Grammar Morphology Pragmatics Discourse
22

24. Research shows:
1.Oral language development has profound impact on
children’s preparedness for kindergarten (Beck & McKeown,
2007).
2.Oral language development has implications throughout a
student’s academic career (Cain & Okahill, 2007).
3.If quality of words is richer, academic performance is better
(Hart & Risley, 1995)
4.If ELLs enter school without English spoken in home, their
starting points are typically lower (Biemiller, 1998)
5.Low socio-economic status (SES) often means less
background knowledge development, which effects oral
and written language (NICHD, 2005).
6.Parents’ level of education (especially mother’s) and oral
language development is correlated (NICHD, 2005).
23

25. Close Interactive Read Aloud
Collaborative Discussion/ Debate
Intensive Vocabulary Instruction
Strategies to develop Oral Language Abilities
24

26. Role Playing
Rehearsed Oral Performance
Language Frames
Strategies to develop Oral Language Abilities
25

27. Open-ended questions
Jointly constructed academic writing
Explicit connections to Community and Content
Strategies to develop Oral Language Abilities
26

28. Phonemic
Awareness
28

29. Phonemic Awareness (think: auditory)
the ability to hear, identify,
and manipulate individual
sounds in spoken words
the sensitivity to, or explicit
awareness of, sound structure
in words.
can be done in the dark
29

30. Student with Phonemic Awareness
deficits:
 Unable to hear the difference between sounds such as
short /i/ and /e/.
 Doesn’t enjoy Dr. Seuss, because they just don’t get it
 Can’t do rhyming tasks
 Often mispronounces words by substituting sounds in
words, such as pronouncing “train” as “chrain”
 Can’t blend isolated sounds to make words. I.e. They
may say /c/ /a/ /t/ = “kit”
29

31. Some research:
 Students could be reliably identified as at risk
for reading failure, if they did poorly on
phonemic awareness tests (Catts, 1991).
 Deficits in phonemic awareness skills
correlated directly to deficits in reading
ability (Ackerman & Dykman, 1993;
Pulakanaho et al., 2008)
 Phonemic awareness skills can be taught
(Byrne & Fielding-Barnsley, 1991).
 Training is successful with older children and
those with a disability (Scott, 1995).
30

32. Phonemic Awareness Skills
Less Complex
Word Comparison
Rhyming
Sentence Segmentation
Syllable Segmentation/Blending
Onset-rime blending/Segmentation
Blending/Segmenting Individual Phonemes
Phoneme Deletion and Manipulation
32

33. Sentence
level
Word level
Syllable
level
Onset/Rime
Phoneme
level
32

35. Onset and rime
Direct Instruction
Isolated Sound Recognition
Strategies to use for Phonemic Awareness

36. Word, syllable, phoneme counting
Sound Synthesis
Sound to word matching
Strategies to use for Phonemic Awareness

37. Sound positions
Sound segmentations
Letter-sound associations
Strategies to use for Phonemic Awareness

38. Word to word matching
Sound deletions
Strategies to use for Phonemic Awareness

39. Elkonin Boxes:
Hearing Sounds Activity
39

40. Phonics
40

41. “Phonics instruction teaches
children the relationships
between the letters of written
language and the individual
sounds (phonemes) of spoken
language.”
41

42. The goal [of systematic phonics
instruction] is to enable learners to
acquire sufficient knowledge and use
of the alphabetic code so that they
can make normal progress in learning
to read and comprehend written
language” (National Reading Panel,
2005).

43. Phonics teaching is a means
to and end. . . Not the end
itself!
43

44. Phonics Skills 44
Letter-Sound
Correspondence
Irregular Word ReadingReading in Texts
Regular Word
Reading
Advanced Word
Analysis Skills
Adapted from Reading and Language
arts (2002)

45. Adolescents with Phonics deficits:
 Less likely to encounter success with reading,
and therefore school assignments.
 More likely to drop out of school.
 More likely to experience a negative attitude
toward reading.
 Deficits can be explicitly taught.
 Academic language in content areas should be
explicitly taught.
 Focus on one or two strategies at a time.
45

46. Word Families
Onset and meaning
New vocabulary-
Elementary adolescents High School
Strategies to use for Phonics Development
46

47. Elongating sounds
Pattern knowledge
Variations in letter-sound relations
Strategies to use for Phonics Development
47

48. Teacher Talk
One-to-one matching
Strategies to use for Phonics Development
48

49. Elkonin Boxes:
Words Activity
49

50. Fluency
50

51. The ability to process (surface) and
comprehend (deeper level) text with
speed, accuracy, and expression.
51

52. 52Take a Deep Breath
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sti semussa siri eht ,ecafrus roiretna eht
no raeppa ot snigeb tnemgip eht sA
.roloc yarg-etals ro hsiulb a fo tceffe eht
gnivig yllausu, eussit tneculsnart eht
hguorht swohs reyal tnemgip roiretsop
ehT .siri eht of ecafrus roiretna eht no
tnemgip on ro elttil si ereht htrib tA.

53. Fluency Skills
Automatic recognition of words
Speed
Accuracy
Expression
53

54. Repeated Reading with a purpose
Guided Oral Reading
Teacher modeling of a Read Aloud –
Interactive read Aloud
55
Strategies to Build Fluency

55. Shared reading – 4th grade 8th grade
Taped reading
Strategies to Build Fluency
56
Reader’s Theatre- elementary
high school

56. Vocabulary
56

58. Oral and Reading Vocabulary
Learning, as a language-based
activity, is fundamentally and
profoundly dependent on
vocabulary knowledge.
(Baker, Simmons, & Kame’enui, 1998)
58

59. Effective vocabulary instruction:
Provides explicit, direct instruction of
vocabulary words for a specific text.
Recognizes that repetition and multiple
exposures to vocabulary items are
important.
Employs words that are useful to the
learner in many contexts.
60

60. Effective vocabulary instruction:
Restructures tasks as
necessary.
Activates engagement
beyond definitions.
Uses technology when
appropriate.
61

61. Effective vocabulary instruction:
Wide volume provides
incidental learning.
Uses a variety of
strategies.
62

62. Strategies to enhance Vocabulary
Word Walls
Read alouds
List-group-label elementary
List-group-label high school
62

63. Strategies to enhance Vocabulary
Definition Mapping
Frayer Model
Semantic Map
63

64. Vocabulary: Definition Mapping
What is it? Definition What is it like?
What are some examples?
The
Word
65

65. Vocabulary: Definition Mapping
rodent
What is it? Definition What is it like?
What are some examples?
The
Word
66

66. Vocabulary: Definition Mapping
mammal
rodent
What is it? Definition What is it like?
What are some examples?
The
Word
67

67. Vocabulary: Definition Mapping
mammal
rodent
2 sharp front teeth
Gnaws on hard objects
Smooth, short fur
What is it? Definition What is it like?
What are some examples?
The
Word
68

68. Vocabulary: Definition Mapping
mammal
rodent
2 sharp front teeth
Gnaws on hard objects
Smooth, short fur
mouse rat squirrel
What is it? Definition What is it like?
What are some examples?
The
Word
69

69. Vocabulary: Frayer Model
Word
Definition
Examples Non-examples
Characteristics
70

70. Vocabulary: Frayer Model
Word
Polygon
Definition
A mathematical shape
that is a closed plane
Figure bounded by 3 or
More line segments.
Examples
Hexagon
Square
Trapezoid
Rhombus
Non-examples
Circle
Cube
Sphere
Cylinder
Cone
Characteristics
Closed
Plane Figure
More than 2 straight sides
2-dimensional
Made of line segments
71

71. Volcano
Mountain
Mt. St. Helen
Seattle
Washington
Jolt
Roaring
Force
Blast
Bulge
Impact
Eruption
Overwhelmed
Damage
Destruction
Huge Hole
Earthquake
Powerful
Violent
Sudden
Choking
Tremendous
Vocabulary:
SEMANTIC MAP
72

72. Comprehension
72

75. Comprehension
The process of constructing
meaning from written texts, based
on a complex coordination of a
number of interrelated sources of
information.
75

76. Comprehension Skills
Sentence Structure and Meaning
 Students practice identifying important text elements and
arranging words to make sentences.
Story Structure
 Students practice identifying the sequence of events (beginning,
middle, end) and story grammar (setting, characters, problem,
solution, important events).
Monitoring for Meaning
 Students practice organizing information to gain meaning.
Main Idea/Summarizing
 Students practice stating the main ideas in their own words.
 Students practice summarizing large sections of text.
76

77. Comprehension Skills
 Primary Grade Skills (K-3)
 Literal comprehension
 Sequencing
 Summarization
77
Intermediate Grade Skills (4-12)
• Connecting ideas within the
reading
• Comprehending
complicated sentences
• Critically reading passages

78. Comprehension Occurs
Prereading
During
reading
Postreading
78

79. Strategies to Build Comprehension:
Prereading Activities
Preview the text 2nd Example
Make predictions- Text Graffiti
Complete a KWL KWHL chart
Connect to prior knowledge
79

80. Strategies to Build Comprehension:
During Reading Activities
Stop periodically and summarize what you have read.
Focus on the main idea and supporting details in each paragraph.
Visualize
80

81. Strategies to Build Comprehension:
After Reading Activities
Delete trivial information; Delete redundant information
Use single category labels to replace a list of smaller items/actions.
Summarize paragraphs
Questioning and Oral Feedback – self monitoring
81

83. Resources
 ABCTeach: http://www.abcteach.com/
 Literacy Essentials and Reading Network: (videos)
http://www2.nefec.org/learn/
 FAIR Search Tool: (Strategies by grade level and topic)
http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx
 Doing What Works Library: http://dwwlibrary.wested.org/library

84. Reading Beyond the
Script: Engaging
Reading Practices for
Paraprofessionals
DR. SUSAN WEGMANN
THE BAPTIST COLLEGE OF FLORIDA
SJWEGMANN@BAPTISTCOLLEGE.EDU
WWW.SLIDESHARE.NET/SWEGMANN