Nela wksp2,pt2-rev3-slideshare

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Elementary Literacy

NELA Literacy Workshop

Steve Amendum

Afternoon Agenda

• Influence of the “Big 5”

•Phonemic Awareness/Phonics/Word Rec.

•Vocabulary

• Fluency

•Comprehension

What are the Big 5?

•Phonemic Awareness

•Phonics

• Fluency

•Vocabulary

•Text Comprehension

Wider Word Identification}

Myths and Biases

• If you cover the Big 5, you’ve taught a balanced literacy program

• There is a danger....

• What about writing?

•There is one thing that really matters for students, and it really, really matters!

• IRL

• The myth of grade level material

Myths and Biases•Reading strategies are not absent of

content, (and don’t always work across content areas)

•Power of teacher > power of method/curriculum

•The principles really are important - especially for students!

•Who works with struggling readers?

•The pros and cons of technology

A demonstration to show basic word recognition strategies typically developed by readers at the end of first grade reading level

Word Identification

How did you learn and remember

each word?

• Automatic recognition (sight words)

• Phonics

• Context

• Structural analysis

• Putting it all together: Cross-Checking and Monitoring

Basic Word Recognition Strategies

Word Recognition/Phonemic

Awareness/Phonics

Getting Started

•Do a quick web search, and/or use your background knowledge to...

•Define and contrast phonological awareness, phonemic awareness, and phonics knowledge

•Post a group response on your group’s wiki page

What is Phonological/ Phonemic Awareness?

•Definitions:

•Phonological Awareness: AUDITORY Awareness of parts of language

• Words as words

• Chunks in words

• Individual sounds in words (phonemic awareness)

•Phonemic awareness - AUDITORY awareness of phonemes in words

• Blending, Segmenting - key PA skills

•NOTE: Definition is about SOUNDS -

Test your PA

•mop

• stop

• rhyme

• right

• though

• fox

What Does Research Tell Us About PA?

• In general: PA begins in early experiences before school

• PA continues to develop as the child begins to read and write

•Common pattern - words, then syllables, then onset-rime, then phonemes (beg., end, mid.)

•Explicit instruction in more effective than incidental development

What is Phonics?

•Sound/symbol correspondence

•How useful are phonics rules?

•Clymer, 1963: 33/45 held true for 60% of primary material; only a few held 90% of the time or better; only 18 were useful at intermediate grades

•Emans, 1965: only 16 were useful at the intermediate grades

What Does Research Tell Us About Phonics

Instruction?• How to teach phonics - 2 ways and some guidelines

• Analytic vs. synthetic

• NRP findings

• A systematic program is best

• Neither analytic or synthetic was better than the other

• No grouping structure was better than the other

• Most effective at K-1, NOT in upper grades

• Good for all types of learners, and all SES

• Most impact on decoding skills, limited comprehension

• Positive impact on spelling

What’s Important to Know?

•General guidelines

•Get kids to know and try other strategies first

•No drill/kill

•Don’t have kids memorize rules

•Be careful with your dialect

Wider Word Identification

•Video clip

•As an administrator, what do you like about this clip?

•What don’t you like?

What Do We Know About Word Identification?

• It is only part of reading

• It should be “integrated”

If you were working with a 2nd grade student, and

he came to a word he didn’t know, what would

you tell him to do?

SYNTACTIC

GRAPHO-PHONIC

SEMANTIC COMPREHENSION

MEANINGDOES IT MAKE

SENSE?STRUCTUREDOES IT SOUND

RIGHT?

VISUALDOES IT LOOK

RIGHT?

Integrated Strategies

• What to do if you get stuck on a word:

• Look at the pictures. Think about the story (Meaning/Context)

• Go back and reread (Meaning/Context/Structure)

• Get your mouth ready. Point and slide. (Visual/Phonics)

• Read to the end of the sentence. (Visual/Structure/Meaning)

• Make a guess. Does it make sense? (Meaning) Does it sound right? (Structure) Do the letters match? (Visual)

• Wiki Reference: Tricky Word Card

A quick break...

Why is Vocabulary Important?

Getting Started

•Why is vocabulary important?

•Brainstorm and list responses on your group wiki page.

•Then, in your group discuss your ideas around vocabulary related to your internship placement and teaching experiences.

What Research Tells Us

•Vocabulary and Comprehension are related

• One of the strongest and clearest lines of reading research shows a STRONG correlation between vocab knowledge and comprehension

• Direction?

What Research Tells Us

•Owning words

• Makes you an “insider”

• Ownership

• Students “talk like a scientist”

• Works the same in reading...

• BICS vs CALP

How do we acquire vocabulary word

meanings?

•Wide reading!

•Connecting new info to known

• Learning from contexts

•Using vocabulary learning strategies

• From instruction

Contextual Redefinition

•Hippophagy

• Looby

•Celerity

•Nonplus

•With a partner, see if you can come up

with a definition for these words

Vocabulary Clip

•Video clip

•As an administrator, what do you like about this clip?

•What don’t you like?

Why is Fluency Important?

Fluency is currently discussed a lot in elementary school. What

are your experiences with fluency in your

schools/internships? How about with mClass Reading3D?

Relationship b/t Fluency and Comprehension

•No single answer

•Differences depend on age, development, difficulty of material

• In general, more fluency = better comprehension (only in primary grades)

•Easier, more familiar material can be read faster

Typical Reading Rates

• (Derived from Hasbrouck & Tindal, 2006; Bloodgood & Kucan, 2005)

Grade Level Oral Silent

First 45-85 50-90

Second 80-120 95-145

Third 95-135 120-170

Fourth 110-150 135-185

Fifth 125-155 150-200

Sixth 135-160 160-210

Issues with Fluency

•How fluency is assessed is important and controversial

• Rate

• Prosody

• Accuracy

•When is the “critical period” for fluency?

Reading for Fluency

•Designed to increase fluency and reading rate

•Adaptation of Repeated Reading (Samuels, 1979)

•The process can include a total of four readings of a familiar instructional level, or independent level text

• Wiki resource: Reading for Fluency

Reading for Fluency Procedures1. The student reads aloud an instructional level

text for one minute

2. The teacher records the number of words read accurately

3. The student and teacher plot this number on the graph

4. The student immediately rereads the text for one additional minute to improve his/her score

5. The process is repeated in the following session

Phrasing Practice

•Take a sentence out of a book the child just read. Write on a sentence strip and cut into each separate word.

•Arrange words into phrases, beginning with 2-word phrases and then making the phrases longer as the student improves.

Phrasing Practice

•Sentence: I went to the mall with my mom.

•2-word phrasing:

•I went

•to the

•mall with

•my mom.

Phrasing Practice

•3 word phrasing:

•I went to

•the mall

•with my mom.

Remember...

•Familiar Re-reads

•Use books with dialogue and repeated lines

•Reader’s Theater

•Move them down to easier text levels!

•There is such a thing as too fast.

A quick break...

What is Comprehension?

• John went to Vescio’s, his favorite Italian restaurant. He ordered lasagna. When the waiter brought it, John was so enraged that he left without leaving a tip. He even forgot his umbrella.

Comprehension and Response

•So comprehension isn’t just “getting the author’s meaning”

• It’s hard to define

Beginning Definitions...

• Comprehension is:

• Meaning CONSTRUCTING

• What you already know

• What an author supplies

• Interaction (between and among)

• Thinking and manipulating thoughts

• Reasoning

• Interpreting and evaluating

• Response is: bringing your own personal meanings to bear on what you read

Factors Related to Poor

Comprehension• Students who struggle with comprehension often seem not to...

• develop a clear focus or purpose for reading - especially before they start reading

• form a good hypothesis about the text’s meaning before they read

• make mental images about what they are reading

• monitor their comprehension to see that everything makes sense

• use their prior knowledge of similar information

• summarize as they read

• relate their reading to the immediate situation

• relate their reading to previous experiences (handout)

Children Learn By:•Relating new information to old

•Making lessons personally meaningful, or real

•Being actively involved in the learning process

•Using concrete manipulatives

•Using strategies to solve problems and organize information

Research-Based Comprehension

Strategies• Good readers:

• Search for connections between what they know and new textual information

• Ask questions of themselves

• Draw inferences during and after reading

• Distinguish important from less important information

• Synthesize information within and across texts

• Repair faulty comprehension

• Monitor the adequacy of their understanding

• Visualize and create images

RW Structure

•Minilesson

• Eye-to-eye, knee-to-knee (EEKK!)

•Time to practice

• Optional small group lessons (flexible grouping)

• Individual conferences

•Sharing

Comprehension Strategy Lessons

Engage Students...• Before reading

• Activate prior knowledge

• Teach specific vocabulary

• Engage students in the purpose for reading

• During reading

• Use a format to support readers and that makes guided reading/book clubs multilevel

• After reading

• Follow-up the purpose for reading

Wrap-Up

•Take-aways

•Big ideas

•Questions

Nela wksp2,pt2-rev3-slideshare

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