Margie McGlinchey, Ph.DAssistant Superintendent of InstructionKalamazoo RESA

Strengthening Early Reading Instruction through Evidence-Based Strategies

Debbie Boersma. M.A.Literacy Consultant and Instructional CoachKalamazoo RESA

Learning Objectives Participants will:

Enhance current knowledge base on the most current research and evidence-based strategiesDiscuss the relationship between the foundational reading skills and becoming a readerLearn and practice instructional routines that support the foundational reading skills Deepen understanding of the instructional shifts of the Common Core State Standards

Discussion Partners Step 1: Find a discussion partner.

Step 2: Find a location on the perimeter of the room that will be your discussion zone.

Step 3: Practice: Introduce yourself Role/years in education Hopes for this session Current educational read Success/Challenge

Why focus on the foundational reading skills?

1.Setting the Stage

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Print Concept

Phonological Awareness

Phonics and Word Recognition

Reading Fluency

The Essential Goal is.

Comprehension

(Willingham, 2007)

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Critical Foundational SkillsPrint Concepts (RF.K-1.1) Demonstrate understanding of the organization and basic features of print

Phonological Awareness (RF.K-1.2) Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Phonics and Word Recognition (RF.K-5.3) Know and apply grade-level phonics and word analysis skills in decoding words

Fluency (RF.K-5.4) K Read emergent-reader text with purpose and understanding 1-5 Read with sufficient accuracy and fluency to support comprehension

Foundational Skills Goal is to develop proficient readers who are able to:

Decode regularly spelled words accurately without conscious effort

Accurately read irregularly spelled high frequency words without conscious effort

Understand how basic word parts (prefixes, suffixes, roots, base words) work in the English writing system

Read connected text with near perfect accuracy and sufficient rate in order to comprehend text

Foundational Skills

Students who learn the alphabetic system and can decode effortlessly reap many benefits including:

Focus mental energy on comprehension

Experience joy of engagement with text

Access a wide range of texts

Increase vocabulary and knowledge

(Brady, 2012)

Simple View of Reading Two Domains and Five Essential Components of Reading

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Decoding Language Comprehension

Phonemic Awareness

PhonicsVocabulary Receptive Comprehension

Fluency

X = Reading Comprehension

Reading Comprehension

Decoding Ability to accurately

read familiar words automatically (sight words) and decode unfamiliar words out of context

Dependent on: Phonemic Awareness Phonics

Language Comprehension

Ability to understand oral language

Dependent on: Background Knowledge

Social context Vocabulary Story Structure Verbal Reasoning

Fluency Ability to

read text accurately, at an appropriate rate, with suitable prosody

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Teaching these skills improve outcomes: If established in PSF at the end of Kindergarten, then a 75% chance of meeting the benchmark in ORF at the end of 1stgrade. However, if deficit then only a 19% chance.

If established in CLS in the middle of 1st grade, then an 89% chance of meeting the benchmark in ORF at the end of 1stgrade. However, if deficit then only a 19% chance.

If benchmark in ORF at the end of 1st grade, then an 87% chance of meeting the benchmark in ORF at the end of 4thgrade. However, if deficit then only a 12% chance.

If behind in first grade, the gap appears to grow as evidenced by the increase in students with intensive needs in grades 2-5.

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The Reading Process

Dr. Reid Lyon: Unpacking the Reading Process

https://www.youtube.com/watch?v=VZmNpSYjMi4

Discussion Partners:

Step 1: Find your partner and go to your designated discussion zone. Step 2: Discuss the following questions: Why are the foundational skills important in the k-3rd classroom? Which foundational skills are your students showing proficiency with?Which skills are they not? If needed use these language starters: The foundation skills are important in the k-3 classroom becauseOn Monday, I will start doing

IES Practice Guide:

http://ies.ed.gov/ncee/wwc/

Recommendation 2: Teach students to recognize and manipulate segments of sound in speech.

2. Phonological Awareness

Lets Make the Connection: Common Core Foundational Standard:

Phonological Awareness (RF.K-1.2) Demonstrate understanding of

spoken words, syllables, and sounds (phonemes).

IES Recommendation #2

Develop an understanding of segments of sounds and how they link to letters: 1. Teach students to recognize and manipulate segments of sounds in speech.2. Teach students letter-sound relationship.3. Use word-building and other activities to link students knowledge of letter/sounds relationships to phonemic awareness.

Learning Map: Highlight Big Ideas Effective Literacy Instruction

IES Practice Guide

Recommendation 2

Detail Detail

Check for Understanding: True or False

Teaching students to recognize and manipulate the segments of sound in words and to link those sounds to letters is necessary to prepare students to read and comprehend text.

The system for linking sounds to letters is referred to as the alphabetic principle.

To effectively decode and encode words students must be able to sing the alphabet song.

Tip to Remember:Phonological

Bigger word=

Bigger parts

Phonemic

Smaller word=

Smaller parts

Phonemic Awareness is NOT PhonicsPhonemic awareness - understanding that the phonemes of spoken language work together to make words

Phonics - understanding there is a predictable relationship between phonemes and graphemes, the letters that represent those sounds in written language, in order to read words

mat

Phonemic Awareness Children who cannot hear and work with the phonemes of spoken words will have a difficult time learning how to relate these phonemes to the graphemes (letters) when they learn to read and spell words

Studies show that 80% - 90% of students who struggle learning to read have weaknesses in phonemic awareness

Phoneme awareness performance is a strong predictor of long-term reading and spelling success and can predict literacy performance more accurately than variables such as intelligence, vocabulary knowledge, and socioeconomic status (Gillon, 2004)

Phonemic Awareness When?

Also In beginning reading programs for students of any age As a warm-up before phonics instruction Incorporated into daily spelling instruction K-5 Targeted intervention for students who have not yet demonstrated mastery of the skills

Kindergarten

10-15 minutes daily

Sept June

First Grade

10 minutes daily

Sept Nov

Phonemic Awareness Phonemic awareness activities should be:

1. Few in number2. Explicitly and systematically taught3. Supported by concrete materials or gestures4. Teach blending before segmenting5. Connected to phonics6. Designed to include all students7. Reinforced in small groups

Phonemic Awareness

Blending and segmenting activities have the greatest benefit to reading acquisition.

(National Reading Panel, 2000; Snider, 1995)

Continuous Sounds Stop Soundsaefilmnorsuvwyz

aaaaeeeeffffiiiillll

mmmmnnnnoooorrrrssssuuuuvvvvwwwwyyyyzzzz

fatbetfillsitletmadnutnotratsellcutvetwetyeszoo

bcdghjk pq (kw)tx (ks)

bigcandidgothisjetkisspetquittopfox

Blending Sounds into Words

1. Were going to play a say-the-word game. Ill say the sounds slowly, then you say the word fast.

2. (hold hand up) Listen. ssssaaaat3. What word? (drop hand) sat 4. (Repeat with 3-4 more words.)5. (Repeat until firm.)6. (Give individual turns.)

* Remember to hold each continuous sound for one full second and do notstop between the sounds

Segmenting Words into SoundsSmooth Segmenting -- Scaffold1. Were going to say words slowly. Put your fists together.2. Get ready to stretch the word.3. The word is sat. What word? sat4. Stretch it. ssssaaaat 5. Shrink it. Sat6. Repeat with 3-4 more words.7. (Repeat until firm.)8. (Give individual turns.)

Segmenting Words into SoundsSeparate Segmenting 1. Were going to say the sounds in a word.2. Fist in the air. Put up one finger for each sound.3. The word is sat. What word? sat4. First sound? /sss/ Next sound? /aaa/ Last sound? /t/

(Hold up one finger as you say each sound.)5. What word? sat6. Repeat with 3-4 more words. (slip, flat, chat)7. (Repeat until firm.)8. (Give individual turns.)

Discussion Partners Step 1: Find your partner and go to your designated discussion zone.

Step 2: Choose a routine(s) and teach your partner the following words:

mad slip cat

math broom menu

trip queen gooseStep 3: Discuss which routines you will use to enhance the phonemic awareness instruction in your classroom/school.

Link Knowledge of Letter-Sound Relationship with Phonemic Awareness

Letter-Sound Correspondence

f1. When I touch under the letter, you say the sound. Keep saying the

sound as long as I touch it. 2. My tur