1 Institute on Beginning Reading I Cohort BOregon Reading First Institute on Beginning Reading I Cohort B Day 2: Five Big Ideas of Reading Instruction August 24, 2005

2 Oregon Reading First Institutes on Beginning ReadingContent developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education Professor, College of Education University of Oregon University of Oregon Michael D. Coyne, Ph. D. Beth Harn, Ph. D University of Connecticut University of Oregon Prepared by: Patrick Kennedy-Paine Katie Tate

3 Cohort B, IBR 1, Day 2 Content DevelopmentContent developed by: Tricia Travers Amanda Sanford Jeanie Mercier Smith Carol Dissen Additional support: Deni Basaraba Julia Kepler Katie Tate

4 Copyright All materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

5 Houghton Mifflin Reading & Lectura Phonological Awareness

6 Advantages of Implementing a Core ProgramIncreasing communication and learning Improving communication Teachers within and across grades using common language and objectives Improving learning Provides students a consistent method or approach to reading which is helpful for all students Provides teachers an instructional sequence of skill presentation and strategies to maximize student learning Provides more opportunity to differentiate instruction when necessary Communication: Provides a common discussion-base/vocabulary to improved collaboration within and across grades Learning: All students benefit from a common instructional approach to teaching reading. It enables the child the consistency they need to focus on the instructional objective for more successful practice and rehearsal. A well designed program will properly sequence the instructional objectives to build upon each other to maximize instructional time. A consistent approach and materials allows teachers an easier way to differentiate instruction as it is easier to plan for modification.

7 Essential Instructional ContentPhonological Awareness: The ability to hear and manipulate sounds in words. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. Automaticity and Fluency with the Code: The effortless, automatic ability to read words in connected text. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

8 Changing Emphasis of Big IdeasComprehension Vocabulary Automaticity and Fluency with the Code Alphabetic Principle Phonological Awareness 3 2 1 K Listening Reading Multisyllables Letter Sounds & Combinations Changing Emphasis of Big Ideas  Our long-term goal is that all children will read independently gain meaning from text. To do this, certain skills have more importance at different times. Our charge is to emphasize what is important at critical points in time.

9 Design and Delivery Making it obvious for the studentFeatures of well-designed programs include: Explicitness of instruction for teacher and student Making it obvious for the student Systematic & supportive instruction Building and developing skills Opportunities for practice Modeling and practicing the skill Cumulative review Revisiting and practicing skills to increase strength Integration of Big Ideas Linking essential skills  The design and delivery of the essential features (phonological awareness, fluency, etc.) must be examined within the reading program. Explicitness: the material must provide a clear method/strategy for teaching the instructional objective.. The more explicit the wording the greater the probability of learning. Systematic & supportive instruction: Systematic: building skills sequentially Supportive: When initially teaching a skill, instruction must support the learner to understand the crucial point. As the child becomes more successful at the skill, the instructional support can be lessened to build independence. Opportunities to Practice: Provide students many opportunities to actively engage in the skill. This opportunity to practice also provides the teacher immediate feedback on student understanding and whether additional instruction is needed. Programs need to provide sufficient examples to model and enough additional examples for students to practice the skill. Cumulative review: The reading program must have regular and cumulative review of all essential skills to ensure maintenance. Integration of Big Ideas: Reading programs need to planfully sequence individual skills, but also strategically and overtly link skills to one another. Rather than having the learner think of PA and alphabetic principle as separate isolated skills the program should link the sounds in word to letters to develop greater understanding of each “big idea”.

10 Phonological Awareness

11 Objectives To define phonological awarenessTo become familiar with the research behind phonological awareness To identify high priority skills of phonological awareness To review the scope and sequence of phonological awareness instruction in Houghton Mifflin Reading & Lectura. To identify and implement phonological awareness components within daily Houghton Mifflin Reading & Lectura lessons.

12 Phonological AwarenessThe ability to hear and manipulate sounds in words.  We will now evaluate specific instructional examples.

13 Critical Elements in Phonological AwarenessThe National Reading Panel report (2000) identifies the following elements as essential in Phonological Awareness instruction: A critical component but not a complete reading program Focus on 1 or 2 types of PA Teach in small groups These are the essential findings from the NRP report for phonological awareness: PA is not enough to make a reader, but is an essential component within a reading program. Teach explicitly and systematically. Phonemes are an abstract concept to learn, unless they are taught overtly by making them concrete, some children will have difficulty learning this skill. Focus on 1 or 2 skills: PA is a construct with a range of related skills, some of which are more important then others. Teach to manipulate sounds and letters: Link these essential skills for learners to understand that the sounds within our spoken language map on to the print we read. Teach in small groups: Providing small group instruction enables more opportunities for children to practice the skill and for teachers to monitor student learning. Teach explicitly & systematically Teach to manipulate sounds with letters

14 Definitions Continuous sounds Stop sounds Onset-rime PhonemePhoneme Blending Phoneme Segmentation Phonemic Awareness Phonics Phonological Awareness Have participants take out their sheet with definitions. Explain to them that you will provide definitions and examples of all of the concepts, and that they can take notes or add to the sheet if they want. Prompt participants that they will be doing an activity to work with these word definitions Definitions Continuous sound: A sound that can be prolonged (stretched out) without distortion (e.g., r, s, a, m). Stop sound: A sound that cannot be prolonged (stretched out) without distortion (e.g., t, p, d, b, c) Onset-Rime: The onset is the part of the word before the vowel; not all words have onsets. The rime is the part of the word including the vowel and what follows it. Phoneme: A phoneme is a speech sound. It is the smallest unit of language and has no inherent meaning. Phoneme blending: The blending of phonemes into a word. Phoneme segmentation: The separation of words into phonemes. Phonemic awareness: The ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp 1992). Phonemic awareness involves hearing language at the phoneme level. Phonics (Alphabetic Principle): Use of the code (sound-symbol relationships) to recognize words. Phonological awareness: The ability to hear and manipulate the sound structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level.

15 Activity Please take out your Phonological Awareness Definitions activity sheet Partner up! Read the examples and definitions. Find the idea that matches the definition or example from the word bank. Write it in the box next to the definition or example. Use your definitions sheet to help you if you get stuck This activity should take about 10 minutes Circulate and answer questions/provide feedback as needed to prompt memory of definitions

16 Word Definition or Example Word Definition or ExampleA. Stop sound A. /t/ B. Onset-Rime B. /r/-/ipple/ C. Phonics C. mapping sounds to print D. Phoneme D. The smallest unit of sound E. Phoneme segmentation E. taking a word apart into all of it’s sounds F. Continuous sound F. /mmm/ G. Phonological awareness G. The understanding that words are composed of sounds, and the ability to hear and manipulate those sounds H. Phonemic awareness H. The awareness of the individual sounds that comprise words I. Phoneme blending I. putting sounds together to make a word Word Definition or Example A. A. /t/ B. B. /r/-/ipple/ C. C. mapping sounds to print D. D. The smallest unit of sound E. E. taking a word apart into all of it’s sounds F. F. /mmm/ G. G. The understanding that words are composed of sounds, and the ability to hear and manipulate those sounds H. H. The awareness of the individual sounds that comprise words I. I. putting sounds together to make a word Ask participants to give their answers- After participants have answered all questions, click mouse to get all answers on screen

17 Phonemic Awareness: ResearchThe best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness). Lyon 1995 Poor phonemic awareness at four to six years of age is predictive of reading difficulties throughout the elementary years. Torgesen and Burgess 1998 More advanced forms of phonemic awareness (such as the ability to segment words into component sounds) are more predictive of reading ability than simpler forms (such as being able to detect rhymes). Nation and Hulme 1997 Taken from page 108 of Reading Instruction That Works Second Edition by Michael Pressley.

18 Ask participants to take out their curriculum maps so they can see when phonological awareness is generally taught during kindergarten Review how to read maps: Big idea Skill outcome Time of year X- for instructional emphasis Benchmark goals Briefly highlight developmental sequence (early on students focus on easier skills like sound and word discrimination, later focus is on blending & segmenting) Note benchmark goals from DIBELS

19 High Priority Skills for KindergartenStudents should be taught to orally blend separate phonemes starting in mid-kindergarten. Students should be taught to identify the first sound in one-syllable words by the middle of kindergarten at a rate of 25 sounds per minute. Students should segment individual sounds in words at the rate of 35 sounds per minute by the end of kindergarten.

20 Identifying first sound: 25 sounds/minute by middle of kindergartenTeacher: Tell me the first sound in the word cat. Student: /c/ Listen: mouse… flower…. which begins with the sound /ffff/? flower

21 Segmenting sounds: 35 sounds/minute by end of kindergartenTeacher: Tell me all the sounds in the word ‘cat’. Student: /c/ …. /a/… /t/ Tell me all the sounds in the word ‘plate’. /p/…/l/…/a/…/t/

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23 High Priority Skills for First GradeStudents should blend three and four phonemes into a whole word by the middle of grade 1. Students should segment three and four phoneme words at the rate of 35 phoneme segments per minute by the beginning of grade 1. Student must master blending and segmenting words before they can learn to decode words in print successfully

24 Phonological Awareness Sequence of Instruction ContinuumConcept of Word—comparison and segmentation Rhyme—recognition and production Syllable—blending, segmentation, deletion Onset/Rime—blending, segmentation Phoneme—matching, blending, segmentation, deletion, and manipulation

25 Activity Phonological Awareness: Sequence of InstructionTake out your “Phonological Awareness Sequence of Instruction” activity worksheet Pair up with a partner. Read the activity Identify what kind of phonological awareness skill is being tested Identify when the skill should be taught (1st, 2nd, 5th?) Put a star next to the most important skill for students to master This activity should take about 5 minutes Circulate throughout room to support participants and answer questions

26 Debrief Phonological Awareness: Sequence of InstructionActivity: Teacher asks students- Type of phonological awareness skills Order taught (1-5) Do fan and man rhyme? I’ll say the parts, you say the word… kitt…en, what word? Tell me the sounds in ‘mop’. I’ll say the parts, you say the word, k…. itten, what word? Listen, “the man ran”. What was the first word? Rhyming 2 Rhyming 2 Syllables 3 Phonemes 5 Onset/Rime 4 Concept of word 1 Syllables 3 Phonemes 5 Review participant answers to the activity, then show answer key. Review 1. Type of phonological awareness activity 2. Order taught 3. Priority skill for mastery Onset/Rime 4 Concept of word 1

27 Houghton Mifflin Scope and Sequence- KindergartenTheme 1 Rhyming Theme 2 Words in Oral Sentences Theme 3 Blending Onset and Rhyme Segmenting Onset and Rhyme Theme 4 Blending and Segmenting Onset and Rhyme Blending Phonemes Theme 5 Theme 6 Segmenting Phonemes Theme 7 Theme 8 Phoneme Substitution Theme 9 Syllables in Spoken Words Theme 10

28 Houghton Mifflin Lectura Scope and Sequence- KindergartenTheme 1 Rhyming Words; Beginning Sounds Theme 2 Beginning Sounds, Words in Oral Sentences Theme 3 Blending Onset and Rime Segmenting Onset and Rime Theme 4 Blending and Segmenting Onset and Rime; Blending Phonemes Theme 5 Theme 6 Blending Phonemes; Segmenting Phonemes Theme 7 Blending and Segmenting Phonemes Theme 8 Phoneme Substitution (Initial) Theme 9 Syllables Phoneme Substitution Theme 10

29 Houghton Mifflin Scope and Sequence- 1st GradeTheme 1 Blending Phonems Theme 2 Blending Phonemes Theme 3 Blending and Segmenting phonemes Theme 4 Theme 5 Segmenting Phonemes: Count Sounds in Words Theme 6 Theme 7 Substitute Phonemes Theme 8 Delete and Substitute Phonemes Theme 9 Delete Phonemes Theme 10

30 Houghton Mifflin Lectura Scope and Sequence- 1st GradeTheme 1 Blending Phonems Theme 2 Blending Phonemes Theme 3 Theme 4 Theme 5 Theme 6 Theme 7 Theme 8 Syllabication Theme 9 Theme 10

31 Pattern of Instruction within Houghton MifflinIn kindergarten, phonological awareness is taught in Units 1-10: Opening Routines, Daily Phonemic Awareness Units 2-10: Day 1 Phonemic Awareness-Introducing the Alphafriend Days 2-4 Develop Phonemic Awareness, and in some Connect Sounds to Letters lessons (prelude to Phonics lesson) In first grade, phonological awareness is taught/reviewed in Day 1 and occasionally Day 2 in Develop Phonemic Awareness (prelude to Phonics lesson)

32 Pattern of Instruction within LecturaIn kindergarten, phonological awareness is taught in Temas 1-10: Actividades para comenzar, Desarrollar la conciencia fonémica Temas 2-10: Día 1 Conciencia fonémica –presentar el Afamigo Días 2-4 Desarrollar la conciencia fonémica, y conectar sonidos con las letras (antes de la actividad fonética) In first grade, phonological awareness is taught/reviewed in Temas 1-10: Actividades para comenzar, Conciencia fonémica diaria Días 1-2 en Desarrollar la conciencia fonémica (antes de la actividad fonética)

33 Blending Phonemes KindergartenPlay the weather word game. Give children a clue and the sounds in a word, and they blend and guess the answer It makes us wet, but helps flowers grow: /r//a//n/. (rain) This is something yellow that warms the earth: /s//u//n/. (sun) K -Theme 6- Page T17

34 Combinar Sílabas y Fonemas KinderHaga un juego de adivinar: Combínenlas para adivinar qué palabra del poema es: /na/ /do/ (nado) /pa/ /ti/ /no/ (patino) /Me/ /li/ /sa/ (Melisa) Combinar Fonemas Antes, cobinamos sílabas para formar palabras. Ahora, voy a decir sonidos por separado y ustedes formen las sílabas. /m/ /a/ (ma) /p/ /a/ (pa) /t/ /a/ (ta) /c/ /o/ (co) K -Tema 4- Pagina T9

35 Blending Phonemes 1st GradeTell the children you have some word riddles. they should blend the sounds to form the word. Read the following clues: This is a kind of animal: /p//i//g/. (pig) This is the opposite of little: /b//i//g/. (big) You can do this with a bat: /h//i//t/. (hit) You can do this on a chair: /s//i//t/. (sit) This has a sharp point: /p//i//n/. (pin) A baby wears this to eat: /b//i//b/. (bib) 1st-Theme 1- Page T179

36 Combinar Sílabas y Fonemas Grado 1Les voy a decir una rima. ¡Escuchen con cuidado la última palabra! Voy a decir sólo las sílabas. Júntenlas y digan la palabra. Mi mami me /a/ /ma/. Combinen las sílabas. Levanten la mano si saben los sondios de la palabra. (ama) Mi hermana me /a/ /ma/ (ama) A mis hermanos yo los /a/ /mo/ (amo)... Ahora voy a decir solo los sonidos. Combínenlos para formar las palabras. /m/ /i/ (mi) /m/ /e/ (me) /m/ /i/ /s/ (mis) 1 Grado -Tema 1- Pagina T21

37 Activity Teaching Phonological AwarenessPair up with a partner. Find a lesson that teaches phonological awareness in your teacher’s edition (Houghton Mifflin Reading or Lectura). Practice teaching that section of phonological awareness activities as if you were teaching it to a student Remind participants that they should use the green headings as a guide for identifying phonological awareness activities in their books. This activity should take about 15 minutes. Monitor & provide support while participants complete activity.

38 Objectives To define phonological awarenessTo become familiar with the research behind phonological awareness To identify high priority skills of phonological awareness To review the scope and sequence of phonological awareness instruction in Houghton Mifflin Reading & Lectura. To identify and implement phonological components within daily Houghton Mifflin & Lectura lessons.

39 Houghton Mifflin Reading and Lectura Alphabetic Principle K-3

40 Objectives You will learn: To define alphabetic principleTo become familiar with the research on the alphabetic principle To identify the high priority skills of alphabetic principle To identify and implement alphabetic principle instruction within daily Houghton Mifflin Reading & Lectura lessons.

41 What is the Alphabetic Principle?The ability to associate sounds with letters and use these sounds to form words. The understanding that words in spoken language are represented in print. Sounds in words relate to the letters that represent them. (Liberman & Liberman, 1990)

42 Alphabetic Principle Alphabetic Principle is composed of three main components Letter-sound correspondence: Understanding that letters represent sounds Blending: Understanding that we blend sounds from left to right Phonological Recoding: Blending sounds together to represent a word that has meaning

43 Definitions Alphabetic Principle Blending Continuous SoundDecodable Text Decoding Explicit Phonics Instruction High Frequency Words Irregular Word Letter-Sound Correspondence Nonsense word or Pseudoword Phonological Recoding Regular Word Stop Sound

44 Activity Please take out your Alphabetic Principle Definitions activity sheet Partner up! Read the examples and definitions. Find the idea that matches the definition or example from the word bank. Write it in the box next to the definition or example. Use your definitions sheet to help you if you get stuck This activity should take about 10 minutes Circulate and answer questions/provide feedback as needed to prompt memory of definitions

45 Word Definition or Example Word Definition or ExampleA. Letter-sound correspondence A. The letter ‘m’ makes the sound /mmm/ B. Blending B. The letters ‘m’ ‘a’ ‘n’ make the sounds /mmmm-aaaaa-nnnnn/ C. Decoding C. Using letter-sound correspondences to read words D. Phonological recoding D. The sounds /mmm-aaaa-nnnn/ go together to make the word ‘man’ E. Nonsense word E. Splip F. Regular word F. Cat G. Irregular word G. Said H. Alphabetic principle H. Understanding that letters represent sounds and that those sounds go together to make up words. I. Explicit phonics program I. A phonics program that teaches skills directly and in a systematic way. Word Definition or Example A. A. The letter ‘m’ makes the sound /mmm/ B. B. The letters ‘m’ ‘a’ ‘n’ make the sounds /mmmm-aaaaa-nnnnn/ C. C. Using letter-sound correspondences to read words D. D. the sounds /mmm-aaaa-nnnn/ go together to make the word ‘man’ E. E. Splip F. F. Cat G. G. Said H. H. Understanding that letters represent sounds and that those sounds go together to make up words. I. I. A phonics program that teaches skills directly and in a systematic way. Ask participants to give their answers- After participants have answered all questions, click mouse to get all answers on screen

46 What the Research Says About Alphabetic Principle (AP)A primary difference between good and poor readers is the ability to use letter-sound correspondences to identify words. (Juel, 1991) Difficulties in decoding and word recognition are at the core of most reading difficulties. (Lyon, 1997) Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits. (Stanovich,1986) Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy. (Bay Area Reading Task Force, 1996)

47 What Does the National Reading Panel Say About Alphabetic Principle?The meta-analysis revealed that systematic instruction in phonics produces significant benefits for students in kindergarten through 6th grade and for children having difficulty learning to read. These facts and findings provide converging evidence that explicit, systematic phonics instruction is a valuable and essential part of a successful classroom reading program. Report of the National Reading Panel, 2000

48 What Alphabetic Skills Does a Student Need to Master to Read This Regular Word?man Reading goes left to right Knowledge of letter sounds for ‘m’, ‘a’, and ‘n’ Blending Phonological recoding Reading is a complex process- We MUST teach students these skills if we want them to become successful readers Ask participants to look at the slide and try to think of all the skills students would need to read the word ‘man’ Give participants 60 seconds to write down as many skills as they can think of that students need to read the word man. Then show the responses from the slide. Tell participants that there are a lot of skills that go into being able to read even simple words. We need to teach systematically and explicitly if we expect students to master this complex array of skills.

49 Why Teach Systematic & Explicit Phonics Instruction?By teaching explicitly and systematically: We teach a strategy for attacking words students don’t know. We can teach ALL students to use these strategies. We don’t leave it up to the students to infer the strategy, because the struggling reader won’t be able to guess it. We must equip students with a strategy for them to attack text in the real world.

50 Why Teach Systematic & Explicit Phonics Instruction?If we teach a child to read: Then she can read: 10 words 10 letter-sounds and blending 720 3-sound words sound words sound words

51 What Skills Does Alphabetic Principle Include?Letter Sound Correspondences Advanced Word & Structural Analysis Skills Regular Word Reading Irregular Word Reading Reading in text .

52 What Skills Does Alphabetic Principle Include?Letter-Sound Correspondences: Knowing the sounds that correspond to letters (the sound of b is /b/, the sound of a is /aaa/) Regular Word Reading/Spelling: Reading/spelling words in which each letter represents its most common sound (mat, sled, fast) Irregular Word Reading/Spelling: Reading/spelling words in which one or more letter does not represent its most common sound (the, have, was) Advanced Word Analysis Skills: Reading/spelling words that include letter patterns and combinations (make, train, string) Structural Analysis: Reading/spelling multisyllabic words and words with prefixes and suffixes (mu-sic, re-port, tall-est, Wis-con-sin)

53 Regular Word Reading ProgressionSounding Out Saying each individual sound out loud Saying Whole Word Saying each individual sound and pronouncing whole word Sight Word Sounding out word in your head, if necessary, and saying the whole word Automatic Word Reading Reading the word without sounding it out

54 Using Curriculum Maps Review the curriculum map for your grade to answer the following questions: What are the high priority skills for the next 3 months? ______________________________ What other skills may be necessary to teach before the high priority skills? __________________________________ What skills do you predict to be difficult for some children? _________________________

55 The above slide shows the curriculum map for alphabetic principle in KindergartenThe curriculum maps can be used to evaluate how well a program sequences skills. Within this map, it indicates that AP instruction should begin with teaching letter sounds. By the last few months, focus on blending letters into words, and reading irregular words.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 2a (NWF) the range we would like is between letter sounds

56 The above slide shows the curriculum map for alphabetic principle in First grade.Point out the difference between the kindergarten and first-grade curricular maps, demonstrating that in first grade proficiency on the alphabetic principle is the major instructional goal. The curriculum maps can be used to evaluate how well a program sequences skills to ensure that all students are on-track to ending first grade with proficiency in the alphabetic principle. Within this map it indicates that AP instruction should continue to develop letter sound instruction, letter combinations, and word reading begins by month 4. Once word reading instruction begins that will be integrated with reading connected text to attain our end of year goal of reading 40 words a minute. Irregular word reading continues throughout the school year.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4b (ORF).

57 The above slide shows the curriculum map for alphabetic principle in Second grade.Point out the difference between the first and second grade curricular maps, demonstrating that in second grade the goal is on advanced decoding and building fluency in reading text. The curriculum maps can be used to evaluate how well a program sequences skills to ensure that all students are on-track to ending second grade with advanced skills in the alphabetic principle. This map indicates that AP instruction should begin developing whole word reading and advanced decoding skills and building fluency in reading connected text. Irregular word reading continues throughout the school year.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF).

58 The above slide shows the curriculum map for alphabetic principle in Third grade.Point out the difference between the second and third grade curricular maps, demonstrating that in third grade the goal is on reading multi-syllabic words and building fluency in reading text. The curriculum maps can be used to evaluate how well a program sequences skills to ensure that all students are on-track to ending third grade with advanced skills in the alphabetic principle. This map indicates that AP instruction should begin with teaching to read multi-syllabic words and building fluency in reading connected text. Irregular word reading continues throughout the school year.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF).

59 Let’s look at how Houghton Mifflin Reading & Lectura teach Alphabetic principle......

60 Alphabetic Principle InstructionPA warm up Letter/Sound Correspondence Blending (Phonics/Decoding Strategy) Decodable text Dictation Word work High-Frequency Words

61 Alphabetic Principle InstructionPA warm up Letter/Sound Correspondence Blending (Phonics/Decoding Strategy) Decodable text Dictation Word work High-Frequency Words

62 Connecting Sounds to Letters“Very early in the course of instruction, one wants the students to understand that all twenty-six of those strange little symbols that comprise the alphabet are worth learning and discriminating one from the other because each stands for one of the sounds that occur in spoken words.” Adams, 1990

63 Kindergarten Example: Connecting Sounds to LettersKindergarten Theme 6, pT20 Connect Sounds to Letters Beginning Letter Display the Larry Lion card and have children name the letter on the picture. Say: The letter l stands for the sound /l/, as in lion. When you see an l, remember Larry Lion. That will help you remember the sound /l/. Write lion on the board. Underline the l. What is the first letter in the word lion? Lion starts with /l/, so l is the first letter I write for lion.

64 Kindergarten Ejemplo: Conectar los sonidos con las letrasKinder Tema 4, pT20 Conectar los sonidos con las letras Muestre la tarjeta de Beba Ballena y pida a los niños que nombren la letra. Diga: La letra b representa el sonido /b/, como en ballena. Cuando vean una b, acuérdense de Beba Ballena. Esto les ayudará a recordar el sonido /b/. Escriba ballena en el pizarrón y subraye la b. ¿Cuál es la primera letra en la palabra ballena? Ballena empieza con /b/, asi que, b es la primera letra que uso para escribir ballena.

65 Alphabetic Principle InstructionPA warm up Letter/Sound Correspondence Blending (Phonics/ Decoding Strategy) Decodable text Dictation Word work High-Frequency Words

66 Blending Blending: The process of combining individual sounds or word parts to form whole words either orally or in print Example: combining the speech sounds /c/, /a/, and /t/ to form the word cat. Define and provide examples of each kind of blending for the participants. Model sound by sound & continuous blending

67 Two Types of Blending Sound by sound blending: each sound is identified and produced one at a time, then blended together. /mmm/-/aaaaa/-/nnnnn/-- man Continuous blending: sometimes called ‘whole word blending’. Each sound is stretched out and strung to the next sound in a word without pausing between sounds /mmmm//aaaa//nnnnn/- man

68 Grade 1 Example: BlendingGrade 1, Theme 9, page T145 Blending Routine 1 Place Large letter cards d, r, a, and w together. Have children blend the sounds and pronounce the word on their own. Call on volunteers to use draw in a sentence

69 Lectura: Conexión de letras y sonidos Combinar los sonidosGrado 1-Tema 1, p. T86: Conexión de letras y sonidos Muestre la Tarjeta de dibujos sopa. Esto es sopa. /s/ es el primer sonido de la palabra sopa. Escriba la letra s en el pizarrón. S representa el sonido /s/. Diganme el sonido de la letra s. Escriba o después de s. Miren cómo combino los sonidos de las letras. Demuestre cómo combinar los sonidos mientras señala las letras: /sssss//oooo/-/so/ Ahora les toca a Uds. Combinen los sonidos mientras toco las letras. Ask participants to read over the section Conexión de letras y sonidos. Once participants have read through the section, model how to deliver the lesson for students. sa se si so su

70 Teaching Students to Read Big Words1. Blending Two-Syllable Words Emphasized: Grades 1-2 2. Teaching of Common Affixes Emphasized: Grades 1-3 3. Syllabication Instruction Emphasized: Grades 2-3 Teaching Word Attack Procedures

71 Teaching Students to Read Big WordsTeaching a Word-Attack Procedure Teacher shows students how to attack big words on their own and prompts use of procedure whenever students are reading.

72 Teaching Students to Read Big Words1. Blending Two-Syllable Words Teacher supports “chunking” by showing syllable breaks with procedure. Emphasized: Grades 1-2

73 Grade 2 Example: Blending Two-Syllable WordsGrade 2, Theme 6, Page 328I Longer Words with igh, ie Write fighter and sound it out. Ask children how many syllables they hear. Ask what vowel sound they hear in the first syllable. (two; /I/) Underline igh and point out that those letters spell the long i sound and stay together in a syllable. Count the vowels to show there are two syllables. Divide fighter into syllables. Help children sound out each syllable and blend the syllables to read the word. Repeat with highlight, frightful. fighter dried highlight fries frightful replied

74 Grado 2 Ejemplo: Descifrar palabras largasGrado 2, Tema 1, página 44J: Conectar sonidos y letras: Escriba las palabras nido, nudo, tapa, moto en el pizarrón. Voy a combinar estas sílabas para hacer una palabra completa. Miren. Toque cada sílaba. /ni/ /do/ -nido. Ahora Uds. Digan las sílabas y digan la palabra completa Toque cada sílaba, y mueva su mano bajo la palabra completa. ni do nu do ta pa mo to Ask participants to read over the section Grado 2, Tema 1 51E: Enseñar and demonstrate how to teach the skill of sounding out large words.

75 Teaching Students to Read Big Words2. Teaching of Common Affixes un-, dis-, re-,-s, -es, -ed, -ing, -ly, -tion -mente, -ido, -ida, -ito, -ita, -ado, -ada Teacher supports “chunking” by showing students the affixes. Emphasized: Grades 1-3

76 Grade 2 Example: Teaching of Common AffixesGrade 2, Theme 6, Page 325C Practice Write the words shown and have children copy them. Have children write the base form of the word next to the inflected form. Then have volunteers orally blend each word. Have children complete Practice Book page 162. hugged hugging shopped shopping fanned fanning trapped trapping batted batting knotted knotting knitted knitting

77 Grado 3 Ejemplo: Descifrar palabras largasGrado 3, Tema 4, p. 39E: Sufijos –dad, -tad, -ción, -sión Enseñar Escriba las palabras oscuridad, amistad, invitación y diversión en el pizarrón. Rodee cada sufijo. Un sufijo es un grupo de letras que se añade al final de la raíz de una palabra. –dad y –tad significan “caractarística de algo”. -ción y –tión significan “acción de”. Demuestre como leer la palabra en sílabas. Escriba las palabras claridad, invitación. Pida a un voluntario que rodee cada sufijo, que lea la palabra y que diga su significado. oscuridad amistad invitación diversión

78 Teaching Students to Read Big Words3. Syllabication Instruction Dividing words into syllable patterns and types (closed, open, vowel team, silent-e, R-controlled, consonant-le) Emphasized: Grades 2-3

79 Grade 3 Example: Syllable InstructionGrade 3, Theme 1, Page 91E Modeling Display the following sentence and model how to decode markets: I will go to the markets. If I write V under the vowels and C under the consonants, I see that this word has the VCCV pattern. So I’ll split the word between the consonants r and k. / MAHR•kihtz / That makes sense because a market is a place to buy things. Think Aloud

80 Grado 3 Ejemplo: Descifrar palabras largasGrado 3, Tema 1, página 51E: Análisis estructural: División en sílabas Escriba las palabras oficina y señaló en el pizarrón. Voy a sepárar las palabras en sílabas. Miren. Toque cada sílaba. /o/ /fi/ /ci/ /na/-oficina. Ahora ustedes. Digan las sílabas y digan la palabra completa. Toque cada sílaba, y mueva su mano bajo la palabra completa. Explique la regla para dividir palabras en sílabas y demuestre como hacerlo con las palabras señaló y muchísimo. Ask participants to read over the section Grado 3, Tema 1 51E: Enseñar and demonstrate how to teach the skill of sounding out large words. oficina señaló

81 Activity Partner up with another person in your grade.Find the lesson from the box below your teacher’s edition. Practice teaching part of the lesson to your partner as if you were presenting the lesson to students. Discuss whether the lesson was easy to follow & clear. Grade Topic HM Reading Lectura Kinder Letter-Sound Correspondence Theme 6 p. T20 Tema 4 p. T20 1 Blending Theme 9 p. T145 Tema 1 p. T86 2 2-syllable words Theme 6 p. 328I Tema 1 p. 44J 3 Multi-syllabic words Theme 1 p. 91E Tema 1 p. 51E This activity should take about 15 minutes Circulate and provide support while participants complete the activity

82 Alphabetic Principle InstructionPA warm up Letter/Sound Correspondence Blending (Decoding and Word Reading) Decodable text Dictation Word work High-Frequency Words

83 Definition and Purpose of Decodable TextDefinition: Text in which most words (i.e., 80%) are wholly decodable and the majority of the remaining words are previously taught sight words, including both high-frequency words and story words. Purpose: Instruction should always provide students opportunities to apply what they are learning in the context of use. Decodable text builds automaticity and fluency in beginning readers. It is used as an intervening step between explicit skill acquisition and students’ ability to read authentic literature.

84 Reading Decodable TextStudent engagement with the text is critical! Students must be prompted to track the text by pointing under (not over or on) the text with their finger to ensure they are actually looking at the words. Teacher MUST monitor student response to make sure students are not just parroting students next to them. Students need to have sufficient practice with word reading (blending) tasks prior to reading the decodable text to ensure they are successful. Students who struggle with reading decodable text need to have opportunities in small groups to read and be monitored more closely by the teacher. This will increase success with the time spent reading during whole-group instruction.

85 Houghton Mifflin Phonics/Decoding Strategy- Poster A - Grade 1Look at the letters from left to right. Think about the sounds for the letters. Blend the sounds to read the word. Ask yourself: Is it a word I know? Does it make sense in what I am reading?

86 Houghton Mifflin Phonics/Decoding Strategy Poster B - Grade 1Look at the letters from left to right. Think about the sounds for the letters, and look for word parts you know. Blend the sounds to read the word. Ask yourself: Is it a word I know? Does it make sense in what I am reading? If not, ask yourself: What else can I try?

87 Phonics/Decoding Strategy Grades 2-6Look carefully at the word. Look for word parts you know and think about the sounds for the letters. Blend the sounds to read the word. Ask yourself: Is it a word I know? Does it make sense in what I am reading? If not, ask yourself: What else can I try?

88 Alphabetic Principle InstructionPA warm up Letter/Sound Correspondence Blending (Decoding and Word Reading) Decodable text Dictation Word work High-Frequency Words

89 Dictation—Definition and PurposeDefinition: Teacher regularly dictates words containing previously taught sound/spellings and students use their sound/spelling knowledge and the sound/spelling cards to spell the words. Instruction progresses to sentences including previously taught irregular high-frequency words. Purpose: Dictation connects the decoding (reading) process to the encoding (writing or spelling) process by demonstrating that the sound/spellings students use to read can also be used to communicate through writing.

90 Kindergarten Example: DictationKindergarten, Theme 6, Page T20 Penmanship Writing L, l Tell children that now they’ll learn to write the letters that stand for /l/: capital L and small l. Write each letter as you recite the penmanship rhymes. Chant each rhyme as children “write” the letter in the air. Penmanship Rhyme: L Make a tall, straight line that you start on top. Come down to the bottom go out, and stop. Penmanship Rhyme: L Small l looks like a stick. Just one straight line. It’s easy and quick. 1 2

91 Kinder Ejemplo: DictadoKinder, Tema 4, página T75 Caligrafía Escribir L, l Explique a los niños que van a aprender a escribir las letras que representan el sonido /l/: L mayúscula y la l minúscula. Escriba cada letra conforme recita la rima de caligrafía. Los niños pueden cantar la rima mientras “escriben” la letra en el aire. Rima de caligrafía: L Larga y delgada como hilo de seda baja y vuelta a la derecha. Rima de caligrafía: l Hilo de lino delgado y fino baja tranquilo y se acaba el hilo 1 2

92 Grade 1 Example: DictationGrade 1, Theme 1, Page T26 Connect Sounds to Spelling and Writing Say: Listen as I say mug. What sound do you hear at the beginning of mmmug? (m) Model writing m. Have several children write m on the board as they say /m/. Repeat for s, c, t, using sad, cap, tip. Then have children tell you what letter to write last in bus, him, pot.

93 Grado 1 Ejemplo: DictadoGrado 1, Tema 1, página T26 Conexión de sonidos con la ortografía y la escritura Diga: Escuchen cuando digo la palabra erizo. Escuchen /eeeee/rizo. El primer sonido que escucho es /e/, entonces, escribo e. Muestre cómo se escribe la letra e. Dé a los niños papel para que practiquen y escriban e. Continúe con las demás vocales en la página 1 del Cuaderno de práctica.

94 Grade 2 Example: DictationGrade 2, Theme 6, Page 328J Connect Sounds to Spelling and Writing Dictate Words with igh, ie Dictate and have children write words such as tight, sigh, die, high, tried. As necessary, help children by pointing out the appropriate spelling of the long i sound on the Sound/Spelling Card. Then write the words on the board, and have children proofread and correct their work. Dictate the following sentence: The baby cried and Mom sighed. Then display the sentence, and have children circle their mistakes and rewrite the words correctly.

95 Grado 2 Ejemplo: DictadoGrado 2, Tema 6, página 328C Conectar sonidos con la ortografía y la escritura Dictado de palabras Pida a los niños que escriban caimán, aceite, rey, bailar. Escriba las palabras en el pizarrón y pida a los niños que corrijan sus trabajos. Dicte: Hoy le voy a dar a Moisés un tambor muy grande. Muestre la oración y pida a los niños que rodeen con un círculo sus errores y que vuelvan a escribir las palabras correctamente.

96 Alphabetic Principle InstructionPA warm up Letter/Sound Correspondence Blending (Decoding and Word Reading) Decodable text Dictation Word work High-Frequency Words

97 Word Work Definition and PurposeDefinition: Word work is an umbrella term encompassing all the building, sorting, and manipulating activities used to practice sound/spelling patterns in words. Purpose: SBRR tells us that children need 4-14 repetitions of, or opportunities to work with, a sound/spelling for it to become embedded in their memory. Word work, along with blending and reading decodable text, helps accomplish this need for repetition.

98 Alphabetic Principle InstructionPA warm up Letter/Sound Correspondence Blending (Decoding and Word Reading) Decodable text Dictation Word work High-Frequency Words

99 High-Frequency Words A small group of words that account for a large percentage of the words in print. Many high-frequency words are irregular, that is, not readily decodable by sounding out. Only 100 words account for approximately 50 percent of the words in English print. Fry, Fountoukidis and Polk, The New Reading Teacher’s Book of Lists 1985 The quick and automatic recognition of the most common words appearing in text is necessary for fluent reading. Blevins, Phonics from A to Z 1998

100 Words in the English Language50% are wholly decodable 37% are only off by one sound 50% of the words we read are made up of the first 107 high-frequency words. Hanna, P. R., J. S. Hanna, R. E. Hodges, and E. H. Rudorf, Jr Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: U.S. Office of Educ.

101 Houghton Mifflin Reading/Lectura High-Frequency Word Pattern of InstructionKindergarten See Daily Lesson Plans Learning to Read band of instruction listed under Opening Routines Word Pattern Board and High-Frequency Word Spiral Review and Word Work band of instruction listed under Word Pattern Board. Grade 1 See Daily Lesson Plans Learning to Read band of instruction listed under High-Frequency Words and Word Work band of instruction listed under Word Pattern Board.

102 Kindergarten Example: High-Frequency WordsKindergarten, Theme 6, Page T22 Teach Tell children that today they will learn to read and write a word that they will often see in stories. Say is and use it in context. A lion is big. A mouse is small. A lion is loud. A mouse is quiet. Write is on the board and have children spell it as you point to the letters. Say: Spell is with me, i-s, is. Then lead a cheer, clapping on each beat, to help children remember the spelling: i-s, is! i-s, is!

103 Kinder Ejemplo: Palabras de uso frecuenteKinder, Tema 4, página T22 Enseñar Diga a los niños que aprenderán a leer y escribir un, una palabra que verán a menudo en los cuentos. Diga un y úsela en contexto. Tengo un juguete. Juegan con un tren. Es un tapete. Necesito un tenedor. Escriba un en el pizarrón y pida a los niños que la deletreen mientras señala cada letra. Deletreen un conmigo, u-n, un. Pida a los niños que repitan algunas frases: un perro, un libro, un pájaro. Luego, pídales que utilicen la palabra un para responder a las preguntas: ¿Qué animal hace “guau, guau”? (un perro) ¿Qué lees? (un libro) ¿Qué animal vuela? (un pájaro)

104 Grade 2 Example: High Frequency WordsGrade 2, Theme 6, Page 328K Riddle Have children make up riddles about words from the Word Pattern Board. Have partners or small groups try to guess the answers to the riddles. Also provide a brief cumulative review of previously taught high-frequency words. Word Pattern Board heart alphabet mind

105 High Frequency Words in SpanishBecause Spanish text has a more transparent orthography (i.e. all words are decodable once students are taught advanced decoding skills.) the use of the high frequency word instruction diminishes in later grades-the focus is on learning advanced decoding skills and accurately and fluently decoding words and building automaticity with word recognition.

106 Objectives You will learn: To define alphabetic principleTo become familiar with the research on the alphabetic principle To identify the high priority skills of alphabetic principle To identify and implement alphabetic principle instruction within daily Houghton Mifflin Reading & Lectura lessons.

107 Houghton Mifflin Reading & LecturaVocabulary

108 Objectives You will learn:To define vocabulary instruction and relevant skills Research behind vocabulary instruction High priority skills of vocabulary To identify and implement vocabulary components within daily Houghton Mifflin Reading and Lectura lessons

109 Essential Instructional ContentPhonological Awareness: The ability to hear and manipulate sounds in words. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. Automaticity and Fluency with the Code: The effortless, automatic ability to read words in connected text. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

110 Vocabulary DevelopmentThe ability to understand (receptive) and use (expressive) words to acquire and convey meaning.

111 Vocabulary Knowledge What is it? . . .Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. Receptive Vocabulary: Requires a reader or listener to associate a specific meaning with a given label as in reading or listening.  Point out that receptive vocabulary is typically much stronger in the early grades then expressive vocabulary and that expressive vocabulary tasks are more difficult for all learners.

112 Critical Elements in Vocabulary KnowledgeThe National Reading Panel report (2000) indicates the following components as essential in Vocabulary Knowledge: Preinstruction can have significant effects on learning. Multiple Methods Direct & Indirect Assessment should match instruction. These are essential findings from the NRP report for vocabulary instruction: Multiple and direct methods: Students need to be taught multiple ways of determining the meaning of words. These methods also have to be taught directly rather then incidentally. Repetition: Having students read and use words many times increases the likelihood of retaining the meaning for future use. Preinstruction: Teaching essential word meanings before having students see the word in connected text can improve reading comprehension. Computer technology: Computer programs show possible utility as an additional tool to support learners. Assessment should match instruction: Depending on how you expect the child to use the word, the instruction for that word will vary. Repetition & Multiple Exposures to Words In Varied Contexts Promise of computer technology

113 Meaningful DifferencesWords heard per hour Words heard in a 100-hour week Words heard in a 5,200 hour year 4 years Welfare 616 62,000 3 million 13 million Working Class 1,251 125,000 6 million 26 million Professional 2,153 215,000 11 million 45 million explain the study done by Hart and Risley (1995). Betty Hart and Todd Risley wanted to know why, despite best efforts in preschool programs to equalize opportunity, children from low-income homes remain well behind their more economically advantaged peers years later in school. Their study began by recording one full hour of every word spoken at home between parent and child in 42 families each month for 2½ years. Families were categorized as professional, working class, or welfare. Years of coding and analyzing every utterance in 1,318 transcripts followed. By age 3, the recorded spoken vocabularies of the children from the professional families were larger than those of the parents in the welfare families. Between professional and welfare parents, there was a difference of almost 300 words spoken per hour. Therefore, in one year a child in a professional family would hear 11 million words while a child in a welfare family would hear just 3 million. Affirmations are described as explicit parent approval like “That’s good” or “I love you” as well as utterances immediately following the child’s utterance that repeated, expanded on, or extended the child’s utterance. Prohibitions are described as explicit parent disapproval like “You are bad” or “That’s wrong” as well as imperatives specifying “Don’t,” “Stop,” “Quit,” or “Shut up.” The implications of these findings are enormous as Hart and Risley’s follow-up studies at age 9 proved: the large differences in the amount of children’s language experiences were tightly linked to large differences in their academic outcomes. The implications are encouraging, too, as the authors noted in the preface to the 2002 printing of their book Meaningful Differences in the Everyday Experience of Young American Children, "the most important aspect to evaluate in child care settings for very young children is the amount of talk actually going on, moment by moment, between children and their caregivers." By giving children positive interactions and experiences with adults who take the time to teach vocabulary, oral language concepts, and emergent literacy concepts, children should have a better chance to succeed at school and in the workplace. Let participants know that they can find more information on this study at Hart & Risley 1995, 2002

114 Importance of Independent ReadingResearch has shown that children who read even ten minutes a day outside of school experience substantially higher rates of vocabulary growth between second and fifth grade than children who do little or no reading. Anderson & Nagy, 1992

115 Variation in the Amount of Independent ReadingPercentile Rank Minutes Per Day Words Read Per Year Books Text 98 65.0 67.3 4,358,000 4,733,000 90 21.2 33.4 1,823,000 2,357,000 80 14.2 24.6 1,146,000 1,697,000 70 9.6 16.9 622,000 1,168,000 60 6.5 13.1 432,000 722,000 50 4.6 9.2 282,000 601,000 40 3.2 6.2 200,000 421,000 30 1.8 4.3 106,000 251,000 20 0.7 2.4 21,000 134,000 10 0.1 1.0 8,000 51,000 2 use this chart to help participants understand that better readers choose to read more which leads to higher vocabulary growth. Make a comparison between a child at the 80th percentile ranking academically in his class who reads 1,697,000 words of text each year and the 30th percentile student who reads 251,000 words of text each year. Make the point that a child who is reading significantly less than 2,250,000 words per year will learn significantly less than 2,250 new words a year. Explain that Keith Stanovich refers to this as the “Matthew effect” (the rich getting richer and the poor getting poorer). Help participants make the connection that accurate decoding leads to reading ability and motivation, which leads to fluency, which leads to more independent reading, higher vocabulary growth, and ultimately better comprehension of text. R.C. Anderson, 1992

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117 The vocabulary instructional objectives in kindergarten and first grade focus on primarily developing expressive and receptive vocabulary at the word level. The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these vocabulary objectives.

118 High Priority Skills for KindergartenBy the end of Kindergarten students will: Name pictures of common objects Use words to describe location, size, color, and shape Use names and labels of basic concepts Learn new vocabulary through stories and instruction

119 The vocabulary instructional objectives in kindergarten and first grade focus on primarily developing expressive and receptive vocabulary at the word level. The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these vocabulary objectives.

120 The instructional objectives in second and third grades shift to improving vocabulary understanding within text and teaching how this impacts overall comprehension. Instruction on making inferences by word choice is also a major objective. The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these vocabulary objectives.

121 The instructional objectives in second and third grades shift to improving vocabulary understanding within text and teaching how this impacts overall comprehension. Instruction on making inferences by word choice is also a major objective. The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these vocabulary objectives.

122 High Priority Skills for Grade 1, 2 and 3By the end of grades 1,2, and 3 students will Learn and use unfamiliar words that are introduced in stories and texts. Increase their knowledge of vocabulary through independent reading.

123 Two Types of Vocabulary InstructionWord-learning strategy instruction Specific word instruction Explain that there are two types of vocabulary instruction, specific word instruction and word-learning strategy instruction. Explain that instruction in word-learning strategies starts in grade 2 in Houghton Mifflin Reading. Review the typical strategies used for word-learning strategy vocabulary instruction in grades 2 and up using slide ___. Then review the common activities that are used to instruct students in specific words using slide #____ State that the emphasis on vocabulary in grades K-1 is on high-frequency words and specific word instruction. Remind participants that about half the text we read consists of the 107 words of highest frequency (see slide #___).

124 Specific word instructionIntentional vocabulary instruction in specific concepts and word meanings

125 Critical Methods for Specific Word InstructionMultiple exposures Use synonyms and antonyms Make up a novel sentence Classify with other words Direct definitions Relate the definition to one's own experiences Use visuals to demonstrate word meanings Explain: Multiple exposures means that we are repeatedly using and presenting the vocabulary words so that students can commit them to memory and see them used in a variety of contexts. It takes many exposures to learn a word, so we must try to use the word repeatedly during instruction and throughout the day and week if we want students to remember the word. Use synonyms & antonyms-help students understand what a word is through providing other words that describe what it is, and what it is not. If we are trying to describe the word furious, we might say- furious is like being mad. It’s not being happy. Make up a novel sentence-when we use words in new sentences it demonstrates to students other ways the word can be used, and helps them use it in their own language. If we have students make up a novel sentence, this is even more powerful Classify with other words- in order to help students gain a further understanding of the concept. The more words we can relate the word to, the richer the student’s understanding, and the broader their vocabulary becomes. Direct definitions provide an anchor for students, they help clarify the meaning of a word so that students can substitute the direct definition in to know if the word makes sense in context. Relate definition to one’s own experiences-when we tie in new words to students’ existing knowledge, students are better able to understand the information we’re teaching.

126 Kindergarten Example: Specific Word Instruction- Multiple Exposure & Using VisualsVocabulary: Kindergarten Theme 1, Week 2, Page T57 Vocabulario: Kinder, Tema 1, Semana 2, página T57 Naming Words: Parts of the Body Speaking and Viewing: Using the Theme Poster art, help children describe the picture of the Gingerbread Man. Point to his head, arms, feet. Discuss his features: nose, mouth, and eyes. Explain that they are made with raisins and icing. Recite the familiar refrain from The Gingerbread Man: “Run, run, as fast as you can. You can’t catch me I’m the Gingerbread Man!” Have children commit the words to memory. Have children pose like the Gingerbread Man, pointing to their heads, eyes, noses, mouths, arms, hands, legs and feet. Say, “This cookie has arms, legs, a head, eyes, and a mouth just like people have.”

127 Kindergarten Example: Specific Word Instruction Multiple Exposure & Using Visuals (continued)“Each of our body parts has a name. Let’s name them. I’ll say the word. You point: eyes, nose, mouth, feet, hands. These words are called naming words.” “Now I’ll point and you give me the naming word.” (Point to ears, hair, shoulders, elbow, hand.) “There are many more words for parts of the body. Who can point to them?” (neck, wrist, ankle, foot, toe, finger, thumb, back, chest) End the oral language portion of the lesson by singing the familiar song “Head, Shoulders, Knees, and Toes.” If children aren’t familiar with the song, teach them to point as they sing.

128 Grade 1 Example: Specific Word Instruction Multiple Exposures & Classify with other WordsVocabulary: Grade 1, Theme 1, Week 1, Page T54 Names for Animals Reread page 15 of I am Six, point to each word as you read. Ask children to find the words that name animals. (snake, mouse, hamster) Ask children to name other animals. As children suggest more animal names, write them on a word web. Periodically stop and read the web with the class, pointing to each animal name as you read. Review the web once again, and have children suggest other animals to add to the web. Remind children that they can use these words in their writing.

129 Grado 1 Ejemplo: Specific Word Instruction Multiple Exposures & Classify with other WordsVocabulario: Grado 1, Tema 1, Semana 1, página T54 Nombres de los familiares Vuelvan a leer Amo a Memo y pida a los niños que señalen las palabras mientras van leyendo. Pídales que busquen las palabras que nombran a los miembros de la familia. (Papi, Mami, Memo) Pida a los niños que nombren a otros miembros de la familia. Escriba sus respuestas en el pizarrón formando una red de palabras. Deténgase por momentos y lea la red de palabras señalando el nombre de cada miembro de la familia mientras los va leyendo. Repase la red de palabras con los niños y pregúnteles si se acuerdan de algún otro miembro de la familia. Recuerde a los niños que pueden usar estas palabras cuando escriban.

130 Grade 2 Example: Specific Word Instruction Synonyms & AntonymsVocabulary: Grade 2, Theme 1, Selection 2, page 79I Synonyms Teach Ask children to listen as you read these sentences: Julius liked to twirl when he danced. Julius liked to turn when he danced. Julius liked to spin when he danced. Repeat the words twirl, turn, spin, and ask children to think about the meaning of each word. Lead children to conclude that the words have almost the same meaning. Tell children that the words have the same, or almost the same, meaning are called synonyms. Point out that knowing synonyms can help children as they read, and can also help them make their writing and speaking more interesting.

131 Grade 2 Example: Specific Word Instruction Synonyms & Antonyms (continued)Display this sentence from page 56 of Julius: Julius made big messes and spread the newspaper everywhere before anyone could read it. Ask each child to write on a slip of paper a synonym that could be used in this sentence to replace big. Have a volunteer restate what a synonym is. Ask each child to read the sentence aloud with the synonym she or he wrote. Practice Display Transparency Ask a volunteer to read the two lists of words. Have partners work together to match synonyms in the two lists. Then ask each partner to choose three words from the list. The partner says a sentence with the word. The other partner repeats the sentence, inserting the synonym.

132 Grado 2 Ejemplo: Specific Word Instruction Synonyms & AntonymsDestrazas de vocabulario: Grado 2, Tema 1, página 79I Sinónimos Enseñar Pida a los niños que escuchen mientras lee las oraciones: Julio protegía a Maya por la noche. Julio cuidaba a Maya por la noche. Julio defendía a Maya por la noche. Repita las palabras protegía, cuidaba, defendía y pida a los niños que piensen en el significado de cada palabra. Guíe a los niños para que concluyan que las palabras tienen casi el mismo signficado. Dígales que las palabras que tienen el mismo, o casi el mismo, significado se llaman sinónimos. Señale que saber Sinónimos pueden ayudarles a comprender lo que leen y puede hacer que hablen y escriben en forma más interesante.

133 Grado 2 Ejemplo: Specific Word Instruction Synonyms & Antonyms (continued)Muestre esta oración de la página 56 de Julio:Julio lo ensuciaba todo y esparcía las pájinas del periódico antes de que nadie lo hubiera leído. Pida a cada niño que anote un sinónimo que podría usarse en esta oración para reemplazar a leído. Pida a un voluntario para que vuelva a decir qué es un sinónimo. Pida a cada niño que lea la oración en voz alta incluyendo el sinónimo que escribió. Practicar Muestre la Transperencia Pida a un voluntario para que lea las dos listas de palabras. Pida a los niños que trabajen en parejas y que emparejen los sinónimos de las dos listas. Luego, pida a cada compañero que escoja tres palabras de la lista. Un niño dice una oración que contiene la palabra. El otro compañero repite la oración, insertando el sinónimo para la palabra.

134 Word-learning strategy instructionStrategies to help students determine the meaning of unfamiliar words on their own.

135 Word-Learning Strategies Commonly Taughtdictionaries and other reference aids word parts context clues 1. how to use dictionaries and other reference aids to confirm and deepen knowledge of word meanings 2. affixes, base words, word roots (about 60% of all English words have Latin or Greek origins). How to use information about word parts to figure out the meanings of words in text 3. how to locate and use external context clues to determine word meanings Directly teaching and modeling these strategies is the key to helping students become independent word learners (Kameenui, Dixon, and Carnine)

136 Steps in Explicit Strategy InstructionDirect explanation Modeling Guided practice Feedback Application Dickson, Collins, Simmons, and Kame’enui, 1998

137 Grade 3 Example: Word-Learning Strategy InstructionDeveloping Key vocabulary: Grade 3, Theme 1, Week 1, Page 17A Use Transparency 1-1 to introduce vocabulary words from The Lost and Found. Model how to figure out the meaning of the word situations from clues in the sentence. For the remaining sentence, ask students to use what they know to figure out the Key Vocabulary word. Have students explain how they figured out each word. Remind students that it’s helpful to use Phonics/Decoding Strategy when they read. For students who need more help with decoding, use the review below. Unlike real life, characters in a fantasy often deal with strange settings, events, and situations.

138 Grado 3 Ejemplo: Word-Learning Strategy InstructionVocabulario: Grado 3, Tema 1, Semana 1, página 17A Use la Transparencia 1-1 para ayudarlos a desarrollar el conocimiento del Vocabulario clave. Demuestre cómo usar las claves de contexto para hallar el significado de la palabra situaciones. Para cada oración restante, pida a los estudiantes que hallen las claves de contexto y que definan cada palabra del Vocabulario clave. A diferencia de la vida real, a menudo los personajes de un cuento fantástico se enfrentan a ambientes, sucesos, y situaciones extrañas.

139 Activity: Specific Word Instruction in HM Reading and LecturaPartner up! Each partner, practice the vocabulary instruction listed below for your grade-level. Note which method you used. Grade Example in Lesson Kinder Theme 1/Tema 1 T57 First Theme 1/Tema 1 T54 Second Theme 1/Tema 1 79I Third Theme 1/Tema 1 17A This activity should take about 15 minutes. Prompt participants that they should switch roles after about 6 minutes so they can finish in time. Circulate around the room to answer questions and provide support for participants.

140 Objectives You will learn:To define vocabulary instruction and relevant skills Research behind vocabulary instruction High priority skills of vocabulary To identify and implement vocabulary components within daily Houghton Mifflin Reading and Lectura lessons

141 Houghton Mifflin Reading & LecturaComprehension & Fluency

142 Objectives To define comprehension instruction and relevant skillsResearch behind comprehension instruction High priority skills of comprehension To identify and implement comprehension components within daily Houghton Mifflin Reading & Lectura lessons

143 Comprehension

144 Comprehension The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

145 Critical Elements in Comprehension of TextThe National Reading Panel report (2000) identifies the following elements as essential in Comprehension instruction: Multiple opposed to a single strategy Teaching students to become strategic takes time. Active involvement of students Teaching rather than mentioning or assessing Seven categories of strategies provide evidence of efficacy.

146 Research on Reading Comprehension tells us that...Readers who comprehend well are also good decoders. Implications: Teach decoding and word recognition strategies. Time spent reading is highly correlated with comprehension. Implications: Provide for lots of in-class reading, outside of class reading, independent reading. Encourage students to read more, read widely, and help them develop a passion for reading. Big Ideas in Beginning Reading, Univ. of Oregon

147 Factors that Impact Reading ComprehensionReader Based Factors Phonemic awareness Alphabetic understanding Fluency with the code Vocabulary knowledge Prior knowledge Engagement and interest Text Based Factors Narrative vs. expository Genre considerations Quality of text Density and difficulty of concepts explain the reader and text based factors that have been found to impact comprehension. The impact, of course, can be positive or negative. If a student has good decoding skills and a large vocabulary, those factors will positively impact that student’s comprehension and visa versa. Big Ideas in Beginning Reading, Univ. of Oregon

148 Causes of Reading Comprehension FailureInadequate instruction Insufficient exposure and practice Deficient word recognition skills Significant language deficiencies Inadequate comprehension monitoring and self-evaluation Unfamiliarity with text features and task demands Inadequate reading experiences explain the causes of reading comprehension failure. Connect this information back to that on slides #8 and #9 so that participants have a clear understanding of what is required, both of them and of the student, for comprehension instruction to be effective. Before proceeding, take a few minutes to explain to participants the difference between a reading strategy and a comprehension skill. State that people or publishers often use the word strategy for many different things. A reading strategy is the application of a skill that students use as they read to make meaning of text. Good readers apply strategies every time they read. Comprehension skills are used by readers when they apply strategies to different types of texts. For example, you would not always use the skill of compare/contrast each time you read, but a good reader would always use the strategy of summarizing at strategic points while reading. Skills and strategies have a reciprocal relationship. To illustrate this, ask participants to turn to Theme 1 grade 3 p. 55B and read the sidebar text titled Teacher’s Note, Strategy/Skill Connection. Make sure participants understand that Strategy Focus is the term Houghton Mifflin uses to refer to comprehension strategies and Comprehension Skill Focus is the term they use to refer to comprehension skills.

149 Using Curriculum Maps Review the curriculum map for your grade to answer the following questions: What are the high priority skills for the next 3 months? ______________________________ What other skills may be necessary to teach before the high priority skills? ______________ _______________________________________ What skills do you predict to be difficult for some children? _________________________

150 The comprehension instructional objectives in kindergarten change and evolve across the year. The numbers in 2a refer to the different types of comprehension questions. In kindergarten these objectives are primarily at the listening comprehension level.

151 The comprehension instructional objectives in first grade change and evolve across the year. The numbers in 1a refer to the different types of comprehension questions and the letter “f” refers to strategically integrating the different skills. The numbers in 1c refers to the story elements needing instruction.

152 The comprehension instructional objectives in first grade change and evolve across the year involving both listening and reading comprehension. Discuss high priority items. The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these comprehension objectives.

153 Discuss high priority items and progression of skills from Grade 1 to Grade 2.The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these comprehension objectives.

154 Discuss high priority items and progression of skills from Grade 1 to Grade 2.The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these comprehension objectives.

155 Discuss high priority items and progression of skills from Grade 2 to Grade 3.The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these comprehension objectives.

156 Discuss high priority items and progression of skills from Grade 2 to Grade 3.The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these comprehension objectives.

157 Summary of Critical Comprehension SkillsStudents should be able to: Identify and answer questions about character, setting, story events, theme, and plot Re-tell a story or the main idea of the passage Identify supporting details of a passage Make evaluative judgments about a reading Make inferences about readings

158 We can support students’ reading comprehension by :Preparing students for reading Priming background knowledge Setting a purpose for reading Making predictions Explaining the comprehension skill or strategy Modeling how to use the comprehension skill or strategy Providing guided practice for students in using the skill or strategy Providing feedback to students on their use of the skill or strategy Providing opportunities for application of the skill or strategy

159 Steps in Explicit Strategy & Skill InstructionDirect explanation Modeling Guided practice Feedback Application Dickson, Collins, Simmons, and Kame’enui, 1998

160 Let’s look at some examples........

161 Kindergarten Example Strategy Focus: SummarizeKindergarten Theme 6, Pages T62, T83 Teacher-Student Modeling Remind children that to retell a story, good readers think about the characters and what they do. Who are the characters in the story? What happened in the story so far?

162 Kinder Ejemplo Estrategia: Predecir/InferirKinder Tema 4, página T72, T83 Demostración: Maestro/estudiante Recuérdeles a los niños que las predicciones pueden ser acertadas o equivocadas. Antes de leer, predije que el niño y su papá tal vez fueran al cine, pero no ocurrió. Tal vez la próxima vez, mis ideas sean como las del autor. ¿Que nos dicen el título y las ilustraciones?

163 Grade 1 Example-Strategy Focus: QuestionGrade 1, Theme 6, page T109-T110 Have children turn to Anthology page 164. Together, read the selection title, the name of the author/illustrator, and Strategy focus. As you read the story, ask yourself about each animal and what it does. Teacher Modeling Model how to ask questions about the story. Think aloud I see from the picture on page 155 that the girl sees a mouse. I also see a picture of a cat on the wall. I ask myself, is that the girl’s cat. Will the girls call her cat to catch the mouse? Quick Write You may want children to record their questions by writing in their journals Purpose Setting Have children preview pages and ask their own questions about the animals. Tell children to also use their other reading strategies as they read.

164 Grado 1 Ejemplo Estrategia clave: PreguntarGrado 1, Tema 6, página T109-T110 Pida a los niños que miren la página 164 de la Antología. Lean juntos el título de la selección, el nobre del autor/ilustrador, y la Estrategia clave. Mientras lee, pregúntense qué hacen estos animales. Demostración de la maestra Demuestre cómo hacer preguntas acerca del cuento. Pensar en voz alta…Veo en la ilustración de la página 165 que la niña ve un ratón. Veo también el cuadro de un gato en la pared. Me pregunto, ¿será el gato de la niña? ¿Llamará la niña al gato para que atrape al ratón?

165 Grado 1 Ejemplo Estrategia clave: Preguntar (cont.)Grado 1, Tema 6, página T109-T110 Escrtitura rápida Puede pedir a los niños que escriban sus preguntas en su diario. Establecer un propósito Pida a los níños que anticipen lo que sucederá en las páginas 166 y Pídales que hagan preguntas acerca de los animales. Invite a los niños a buscar respuestas a sus preguntas mientras leen. Recuérdeles que utilicen sus otras estrategias de lectura mientras leen.

166 Grade 2 Example Strategy Focus: Monitor/ClarifyGrade 2 Theme 1, Page 50 Teacher-Student Modeling: Ask children how they can make sure they understand what they are reading. Explain that they can stop and ask themselves questions, or monitor what they are reading. Ask children what they could do if they didn’t understand what was happening on page 51.

167 Grado 2 Ejemplo Estrategia clave: Revisar/AclararGrado 2 Tema 1, página 50 Demostración: Maestro/Estudiante: Pregunteles a los niños cómo pueden asegurarse de que comprenden lo que están leyendo. Explíqueles que pueden detenerse y hacerse preguntas o revisar lo que están leyendo. Pregunteles a los niños qué podrían hacer si no comprendieran lo que ocurre en la página 51. (Ellos podrían volver a leer, mirar las ilustraciones para buscar pistas o seguir leyendo para ver si pueden comprender el suceso.)

168 Grade 3 Example Strategy Focus: Predict/InferGrade 3 Theme 1, Page 98 Teacher-Student Modeling: Discuss clues on page 99 that can help students predict what lies ahead on the hike. Have someone read aloud the final sentence on page 99, and ask what predictions students can make. Point out that bears roar too. Ask students to explain why that prediction is unlikely.

169 Grado 3 Ejemplo Estrategia clave: Predecir/InferirGrado 3 Tema 1, página 98 Demostración: Maestro/Estudiante: Comente las pistas de la página 99 que puden ayudar a los estudiantes a predecir qué vienen más adelnate en la caminata. La familia camina contra la corriente de los rápidos; esuchan un rugido. Pida a alguien que lea en voz alta la última oración de la página 99 y pregunte a los estudiantes qué predicciones pueden hacer. La familia hallará una cascada. Señale que los osos también rugen. Pídales que expliquen por qué esa predicción es poco probable. Si fuera el sonido de un animal, se asustarían y retrocederían.

170 Activity Work with a group of three to practice just the Comprehension portions of your Houghton-Mifflin Reading/Lectura instruction. One person in your group should act as the teacher, one as a student, and one as a coach, providing feedback on the lesson. Take turns performing each role. Grade Activity K Theme 6, Page T83/Tema 4, página T83 1 Theme 6/Tema 6, p. T109 2 Theme 1/Tema 1, p. 50 3 Theme 1/Tema 1, p. 98

171 Objectives To define comprehension instruction and relevant skillsResearch behind comprehension instruction High priority skills of comprehension To identify and implement comprehension components within daily Houghton-Mifflin Reading & Lectura lessons

172 Fluency

173 Objectives You will learn:To define fluency instruction and relevant skills Research behind fluency instruction To identify high priority skills of fluency To identify and implement fluency components within daily Houghton-Mifflin & Lectura lessons Other fluency building activities

174 Automaticity and Fluency with the CodeThe effortless, automatic ability to read words in connected text. A fluent reader’s focus is on understanding the passage by reading each word accurately and with speed to enable comprehension. The term fluency incorporates two things: Accuracy and Pace Adapted from Harn (2005)

175 Critical Elements in Automaticity & Fluency with the CodeThe National Reading Panel report (2000) identifies the following elements as essential in Automaticity and Fluency instruction: Repeated Readings Corrective Feedback Not all children need all... differentiate! Keep the end in mind.. Fluency is only part of the picture! Relatively brief sessions (15-30 minutes)

176 Frustration: How it Feels to Read Without FluencyTHIS IS WITH 80% ACCURACY!

177 Fluency provides a bridge between word recognition and comprehension(National Institute for Literacy (2001) Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176). If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001).

178 Teaching Reading is Urgent88% of students who met the end of first grade ORF goal met or exceeded Oregon’s State Benchmark Test. Similar correlations have been found for CO, IA, FL, and PA.  Audio clip explaining the scatterplot  Performance at the end of first grade strongly predicts future reading success or failure. 88% of students who met the end of first grade ORF goal, met or exceeded Oregon’s State Benchmark Test. Performance at the end of first grade strongly predicts performance on third grade high stakes test. Torgeson, 2005

179 The above slide shows the curriculum map for alphabetic principle in First grade.Fluency involves building a child’s automaticity in whole word recognition and embedding that skill within reading connected text.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4b (ORF).

180 The above slide shows the curriculum map for fluency in Second grade.Point out that the focus in the second grade curricular maps is to develop fluency in reading connected text as a rate of 90 or more CWPM.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF) where students are on-track at the beginning of the year reading 40 wrc but by the end we want all to be reading more than 90 wrc.

181 The above slide shows the curriculum map for fluency in Third grade.Point out that the focus in the third-grade curricular maps is to develop fluency in reading connected text at a rate of 120 CWPM.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF) where students are on-track at the beginning of the year reading 40 wrc but by the end we want all to be reading more than 120 wrc.

182 Let’s look at some examples....

183 Fluency Example Grade 2 Theme 1, page 67 & Grado 2, Tema 1 página 67Rereading for Fluency Have children choose part of the story to reread orally in small groups, or suggest that they read page 66 through the last complete paragraph. Model fluent reading and coach children to read with feeling and expression. For additional fluency practice with easier text, work with small groups to reread the Reader’s Library selection “Big Hog’s House Hunt.” Model and coach as needed

184 Fluency Example Grade 2, Theme 1, page 41JHigh frequency Words Daily Cumulative Review Provide children with daily opportunities to review these important high-frequency words. Display them on the Word Pattern Board, and have children practice recognizing, chanting, spelling, and writing the words. Also, display and review other high-frequency words yet to be mastered. began*, their*, begin*, there*, goes*, thought*, gone*, very* *Previously taught in grade 1

185 Fluency Example Grado 2, Tema 1, página 41JPalabras de uso frecuente Repaso diario acumulativo Dé diariamente a los niños oportunidades para repasar estas importantes palabras de uso frecuente. Muéstrelas en el tablero de palabras y pida a los niños que practiquen el reconocer, recitar, deletrear, y escribir las palabras. También, muestre y repase otras palabras de us frecuente que todavía no dominen. sí*, amigo*, día*, bien*, gusta*, debajo*, cuatro*, está* *Enseñada en grado 1

186 Additional Fluency Building ActivitiesFluency building should be short-term practice scheduled frequently within and across days to build skill to a level of automaticity.

187 Two Major Components for Automaticity and Fluency with the CodeBuilding automaticity at the sound or word level Building automaticity reading in connected text

188 Letter-Sound/Word Automaticity Example: The 1 Minute DashPreparation: Identify a set of letter-sounds/words students can correctly identify. Create/use multiple cards of each letter-sound/word in the set. Activity: Set a goal (i.e., 30 letter sounds correct). Do a 1-minute small-group practice. Position cards so all can see. Start the stop watch. Present the first letter sound/word card so all students answer. Provide quick corrective feedback on errors. Continue presenting letters/words adjusting the pace of presentation systematically. Letter-sounds/words correctly identified go in one pile. Place errors in a second pile. At the end of 1 minute, tally the number of letter sounds/words correct. Review errors and repeat activity for 1 more minute.

189 Word Reading Automaticity Examples1. Paired peer practice. Pair a higher performer with a child who needs fluency practice. Use similar procedures as in 1-Minute Dash. Each child may use his/her set of known but not fluent words. 2. Word recognition grid. Prepare a 5x5 grid of 5 words. One word per row randomly ordered. Include a short review of words. Then, do a timed recall of the words. 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

190 Word Reading Example: 5 x 5 Grid(Modification of Region XIII Texas Educational Service Center)

191 Connected Text Fluency Instructional Strategy Individual Strategy: Repeated ReadingFor individual students needing to increase reading fluency use the following steps: Identify short reading passages (approx. 150 words) students can read with >95% accuracy Have student read for 1-minute as quickly and accurately as possible and determine words correct per minute (cold reading) Identify and mark a target rate approximately 30% faster than cold reading Have student independently reread passage with timer until they obtain target rate Teacher repeats step 2 to determine if goal was determined Graph progress (Adapted from Howell & Nolet, 2001)

192 Example of Repeated Reading StepsIdentify passages student can read with high accuracy (>95%) Collect cold reading cwpm Determine 30% increase wpm and mark Student practices reading out loud with timer to reach goal Teacher does hot timing again Monitor and graph progress

193 Objectives You will learn:To define fluency instruction and relevant skills Research behind fluency instruction To identify high priority skills of fluency To identify and implement fluency components within daily Houghton-Mifflin Reading & Lectura lessons Other fluency building activities