Guided Reading and Running Records

Transcription

1 Guided Reading and Running Records 8/18/2015 Guided Reading and Running Records Session Norms Silence your cell phones Please check and/or reply to s during the scheduled breaks Be an active participant Do not hesitate to ask questions 2 Reading 1

2 Guided Reading and Running Records 8/18/2015 Vision To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Mission To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community 3 State Board of Education Goals 5-Year Strategic Plan for All Students Proficient and Showing Growth in All Assessed Areas Every Student Graduates High School and is Ready for College and Career Every Child Has Access to a High-Quality Early Childhood Program Every School Has Effective Teachers and Leaders Every Community Effectively Using a World-Class Data System to Improve Student Outcomes 4 Reading 2

3 Guided Reading and Running Records 8/18/2015 Strong Readers = Strong Leaders Campaign Statewide public awareness campaign promotes literacy, particularly among PreK-3 students Campaign aims to equip parents and community members with information and resources to help children become strong readers Strong Readers = Strong Leaders Campaign How can districts get involved? Post logo and link to strongreadersms.com on district website Share PSA on website and social media Like Strong Readers on Facebook and on Twitter Help implement mentoring program Distribute bookmarks and posters Reading 3

4 Guided Reading and Running Records 8/18/2015 Let s Break the Ice After listening to the statements about guided reading, move to the poster that best describe your response. Briefly discuss your response with the group Be ready to share 7 Ice Breaker Round robin reading is a good guided reading practice. The size of the instructional group doesn t matter. Groups should change periodically according to data. Phonemic awareness and phonics can be a part of the guided reading process. I can use my basal to do guided reading. The teacher s job during guided reading is to listen to the students read. 8 Reading 4

5 Guided Reading and Running Records 8/18/2015 Defining Guided Reading Understanding the Importance of Guided Reading Incorporating Guided Reading into the reading block Forming Guided Reading groups Utilizing STAR Data Reports Using Running Records Session Highlights Planning explicit and systematic instruction Identifying resources to support Guided Reading 9 What is Guided Reading? Reading 5

6 Guided Reading and Running Records 8/18/2015 What is Guided Reading? A teaching approach that is designed to help individual students learn how to process, with understanding and fluency, a variety of increasingly challenging text. A context in which a teacher supports each reader s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty. From Guided Reading: Good First Teaching for All Children by Fountas and Pinnell, 1996 & Guided Reading is NOT A complete reading program Consistent use of basal text Whole group instruction Writing vocabulary definitions Writing without purpose Round robin reading Sustained silent reading Just for young children 12 Reading 6

7 Guided Reading and Running Records 8/18/2015 What is Guided Reading? (Continued) Teacher works with 4-6 students in a group. Children are grouped according to similarities in reading development and instructional reading levels. Teacher introduces stories, strategies, and concepts within the group to increase independent application in appropriate leveled text. Every child reads and is supported by the teacher. Emphasis is on strategic problem solving. It can be adapted for any grade. 13 Why is Guided Reading Important? Reading 7

8 Guided Reading and Running Records 8/18/2015 Why Do Guided Reading? Students have a high accuracy rate in reading when the proper text is selected for them. Students are provided with the necessary strategies to overcome reading road blocks. The focus of reading shifts to meaning rather than decoding; the construction of meaning is imperative. It is the bridge between whole group and independent work, between awareness and self-monitoring. 15 Why Do Guided Reading? (Continued) Independent reading and the application of independent reading strategies is the goal of Guided Reading. Students who are fragile learners - below grade level due to limited language and literacy- need almost daily support from an adult in a small group or 1:1 setting to move forward in their reading. Students who are above grade level still need guided reading To learn how to read deeply rather than just on the surface. To learn how to utilize different genres, including short stories, non fiction, poetry, and fables. 16 Reading 8

9 Guided Reading and Running Records 8/18/2015 Research Says.. It is estimated that one in three children experience significant difficulties in learning to read. (Adams, 1990). The National Reading Panel s analysis made it clear that the best approach to reading instruction is one that incorporates: Explicit instruction in phonemic awareness Systematic phonics instruction Methods to improve fluency Ways to enhance comprehension 17 How Does Guided Reading Fit Into the 90 Minute Reading Block? Reading 9

10 Guided Reading and Running Records 8/18/2015 Time minutes- Word Study (3 rd grade) 30+ minutes recommended for (K-2) Guided Reading During the Reading Block Literacy Components/Brief Description Phonics/PA- (Follow the Steps 1-5 LETRS Module 7 Lesson Format) minutes-reader s Workshop Vocabulary, Comprehension, Fluency : CCSS RI & RL, SL, L.6, L.4 Close Reading shared reading or interactive read-aloud with complex text, focus on specific reading strategy, explicit vocabulary instruction minutes-small Group Instruction Centers Activities should be centered around the 5 components of reading: PA/Phonics Center Vocabulary Center Comprehension/Independent Reading Center Fluency Center-(Teacher-led Guided Reading) Writing Small Group Instructional Time Teacher-led small group Instruction: These groups are led by the teacher. Teachers should meet with at least two groups each day. The frequency that each group meets should be determined by student reading data. 19 Guided Reading During the Reading Block (continued) Time minutes-language/writing Instruction- CCSS L.1-6, W.1-8 Daily Mini-Lessons on specific writing skill and language skill Student writing practice: Writing task should be related to topic of minilesson Steps of the writing process should be followed: prewrite, draft, revise, edit, and publish (Students are not expected to complete each step each day. ) Rather, these steps should be taught over the course of an entire unit.) Several weeks should be spent using the writing process in order to publish a piece of writing (be taken through the entire writing process and published.) Students identified by the universal screener Completed by Interventionists and/or Academic Tutors (T3) if available Daily using research-based strategies/program Progress Monitored weekly Additional- 30+ minutes intensive intervention Literacy Components/Brief Description 20 Reading 10

11 Guided Reading and Running Records 8/18/2015 Guided Reading During the Reading Block Guided Reading fits into the time allotted for instructional small groups. The teacher should meet with a group while the other students are working in centers that cover the five components of reading. A complete guided reading lesson can be taught in one session, or may be stretched over several days. 21 How are Students Grouped for Guided Reading? Reading 11

12 Guided Reading and Running Records 8/18/2015 Grouping for Guided Reading The students should be grouped according to their reading levels and assessment results. There should be 4 to 6 students in each group. Reading levels should be determined with the use of running records and STAR reports. It is important to use more than one piece of data for forming groups and progress monitoring. It is also important to look at the scale score differences before forming groups. 23 Using the Instructional Planning Report to Group Students 24 Reading 12

13 Guided Reading and Running Records 8/18/2015 Using the Instructional Planning Report to Group Students 25 Effectively Using Running Records Reading 13

14 Guided Reading and Running Records 8/18/2015 What is it? Running Records A running record is a method of assessing reading that can be done quickly and frequently. An individually conducted formative assessment, which is ongoing and curriculum based. Provides a graphic representation of a student's oral reading, identifying patterns of effective and ineffective strategy use. 27 Why use a Running Record? Information about a student's use of reading strategies An accuracy rate An error rate A self-correction rate Information about a student's self-monitoring Another piece of data for progress monitoring and fidelity Document reading progress over time Help teachers decide what students need to learn Match students to appropriate books 28 Reading 14

15 Guided Reading and Running Records 8/18/2015 What does a Running Record look like? 29 How do I use a Running Record? Choose a leveled book by using STAR scale scores and Grade Equivalency. Have the student read a minimum of 100 words aloud while the teacher tracks errors. Divide running words by errors Round that number to the nearest whole number (e.g. 9.5 rounds to 10, 9.2 rounds to 9) Locate the ratio on the chart Go to the next lowest ratio if your ratio isn t listed on the chart (e.g. if your ratio is 1:16 then you would go down to 1:14) Locate the corresponding percent of accuracy. 30 Reading 15

16 Guided Reading and Running Records 8/18/2015 Running Record Activity Listen to the student reading Complete a running record on the passage provided using your running record handouts. Determine the student s level using the guided reading calculation chart. 31 Leveled Text Reading 16

17 Guided Reading and Running Records 8/18/2015 What are guided reading levels? A way to level books based on a text gradient 33 The Value of Leveled Text Make it easier to select appropriate books to use with groups of students in guided reading. Help assess and record students progress over time. Help guide students/teachers when selecting books for independent reading. Provide a ladder that students can use to gradually increase their reading abilities. 34 Reading 17

18 Guided Reading and Running Records 8/18/2015 Cautions When Using Leveled Books Using leveled books is not a way to return to the old way of doing reading groups-blue Birds, etc... Students do not need to read each book at a level before going to another level. Leveling is not an exact science. Children s interest and the amount of support you can provide are other factors to consider. Leveled books are only a small part of the classroom collection and are not intended to limit student reading. 35 Matching Books to Readers What are we aiming for? Independent Level: % word accuracy, % comprehension Instructional level: 90-94% word accuracy, 60-75% comprehension Frustration Level: 89% word accuracy, 60% or less comprehension 36 Reading 18

19 Guided Reading and Running Records 8/18/2015 Planning Activity With your table group, use the instructional plan to identify a skill to teach. Choose a book that would be appropriate for teaching that skill. Be prepared to share out as a table group telling us why you chose the particular skill and why the book can be used to teach it. 37 Explicit and Systematic Instruction of Guided Reading Reading 19

20 Guided Reading and Running Records 8/18/2015 Explicit and Systematic Instruction of Guided Reading Before Reading 1) Plan the instruction 2) Introduce text and strategy or skill 3) Teach the mini-lesson explicitly (teach skill) During Reading 1) Model reading strategies as students read 2) Observe students interacting with text 3) Address previously planned or new teaching points (based on student interaction with text) After Reading 1) Discuss and revisit text 2) Revisit the focus skill 3) Extend the text through writing 4) Record notes on student interaction with text and how they are progressing to their next level of independence 5) Reflect on your teaching 39 Before Reading Planning for Instruction Determine the group of students Identify instructional needs of students Select teaching strategies Choose text(s) you want students to read Gather all necessary materials for the lesson 40 Reading 20

21 Guided Reading and Running Records 8/18/2015 Before Reading Introduction Info about author, illustrator Experience with text features or layout Unfamiliar vocabulary Unusual language structures Background knowledge Understanding of genre Mini lesson on reading skill or strategy Expository text Repetitive sentences 41 During Reading All students read independently while the teacher focuses on supporting one student. This is NOT a time for round robin reading! Teacher should listen to each student read and support the student by modeling reading strategies. These strategies can be decoding strategies or comprehension strategies. The teacher documents the areas where each student struggles to use to help plan for the next session. The goal is to ensure that a student can use these strategies successfully and independently. 42 Reading 21

22 Guided Reading and Running Records 8/18/2015 After Reading Invite the students to make connections to the text Discuss the meaning of the text Ask comprehension questions and allow the students to justify their answers with evidence from the text Revisit new vocabulary Notice the author s use of language Revisit any strategies that had to be modeled for multiple students 43 Extending the Text Have the students do repeated readings of the text independently to build confidence and fluency Extend the text through writing connections, art connections, or drama activity based on the text Have the students complete a graphic organizer Have the students compare or contrast text with another text they have read 44 Reading 22

23 Guided Reading and Running Records 8/18/2015 Video: Guided Reading Lesson Kindergarten 45 Video: Guided Reading Lesson 2 nd Grade 46 Reading 23

24 Guided Reading and Running Records 8/18/2015 Resources op.html dfs/day_1/lindemann.pdf Fountas, Irene, Gay Su Pinnell. Guided Reading Good First Teaching for All Children. New Hampshire: Heinemann, Reading 24

25 Guided Reading and Running Records 8/18/2015 Contact Information Dr. Kymyona Burk, State Literacy Director (K-12) Dr. Tenette Smith, State Literacy Coordinator (K-3) Leah Hannah, Regional Literacy Coordinator Sandra Kyles, Regional Literacy Coordinator 49 Reading 25

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56 Accessing and Utilizing STAR Reports August 2015 Accessing and Utilizing STAR Reports Session Norms Silence your cell phones Please check and/or reply to s during the scheduled breaks Be an active participant Do not hesitate to ask questions 2 Reading 1

57 Accessing and Utilizing STAR Reports August 2015 State Board of Education Vision and Mission Vision To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Mission To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community 3 State Board of Education Goals 5-Year Strategic Plan for All Students Proficient and Showing Growth in All Assessed Areas Every Student Graduates High School and is Ready for College and Career Every Child Has Access to a High-Quality Early Childhood Program Every School Has Effective Teachers and Leaders Every Community Effectively Using a World-Class Data System to Improve Student Outcomes 4 Reading 2

58 Accessing and Utilizing STAR Reports August 2015 Strong Readers = Strong Leaders Statewide public awareness campaign promotes literacy, particularly among PreK-3 students Campaign aims to equip parents and community members with information and resources to help children become strong readers 5 Strong Readers = Strong Leaders How can districts get involved? Post logo and link to strongreadersms.com on district website Share PSA on website and social media Like Strong Readers on Facebook and on Twitter Help implement mentoring program Distribute bookmarks and posters 6 Reading 3

59 Accessing and Utilizing STAR Reports August 2015 Session Goals Exploring available resources from Renaissance Learning Accessing STAR Reading and STAR Early Literacy data Utilizing STAR data to make data driven instructional decisions 7 Renaissance Learning Resources Reading 4

60 Accessing and Utilizing STAR Reports August 2015 Available Resources in STAR At Home Reading Activities Benchmarks, Cut Scores, and Growth Rates Core Progress for Reading Learn More Enter Core Progress for Reading Third Grade Reading Proficiency Indicators Kindergarten Literacy Readiness Indicators Pretest Instructions Setting Goals in STAR Tips for Getting Started 9 Accessing STAR Reading and STAR Early Literacy Data Reading 5

61 Accessing and Utilizing STAR Reports August 2015 Accessing & Utilizing STAR Data 11 STAR Screening Report Provides a graph of students identified in each of four categories based on percentile rank on universal screener, which is given three times per year. 12 Reading 6

62 Accessing and Utilizing STAR Reports August 2015 Growth Report Enables you to compare data from two universal screener assessments for each student in a class or for an individual student. Data includes Student Growth Percentile, Scaled Score, Grade Equivalent, Percentile Rank, Norm Curve Equivalent, Instructional Reading Level, Estimated Oral Reading Fluency, and Lexile Measure for each student on each test, as well as the change between each test. The report also includes the change, for the class as a whole, in each of these areas. 13 Growth Report 14 Reading 7

63 Accessing and Utilizing STAR Reports August 2015 STAR Early Literacy Diagnostic Report Allows you to look at data for all students on their most recent assessment. Data includes the student s age, test date, grade placement, scaled score, sub-domain scores, and literacy classification. 15 Instructional Planning - Class Allows you to group students. Generates the median scale score and range for each group. Provides suggested skills for each group based on the median scaled score. 16 Reading 8

64 Accessing and Utilizing STAR Reports August 2015 State Standards - Class Estimates mastery of State Standards or Common Core State Standards. Identifies students above mastery, within mastery, or below mastery for each of the state standards. 17 Their goal is shown as a star on the graph. Each time the student takes a test, their scaled score is depicted on the graph as a blue diamond. After four assessments, a black trend line is displayed. Their goal line is shown in green. If the intervention is changed, that is indicated by a red line. Student Progress Monitoring Report 18 Reading 9

65 Accessing and Utilizing STAR Reports August 2015 STAR Scavenger Hunt 19 Utilizing STAR Reading and STAR Early to Drive Instructional Decisions Reading 10

66 Accessing and Utilizing STAR Reports August 2015 Facilitating Data Meetings Each teacher is responsible for bringing their DATA BINDERS to the DATA meeting. BOY (Fall) Screening Diagnostic Report Summary Report Instructional Class Planning Report (All students should be placed in flexible groups.) MOY (Winter) Screening Diagnostic Report Summary Report Instructional Class Planning Report (All students should be placed in flexible groups.) EOY (Spring)Screening Diagnostic Report *Review third grade students who need intensive intervention and did not pass the Summative Assessment. Note: Instructional Class Planning Report should be flexible and modified on a 21 monthly basis (monthly progress monitoring). Options for Testing and Plotting the Data Monthly STAR Progress Monitoring for all students Monthly Data Plotting (on Data Cards) Bi-weekly STAR Progress Monitoring for students who are in Intervention and Urgent Intervention. Weekly Progress Monitoring for students who are in Urgent Intervention based on their identified reading deficiency. 22 Reading 11

67 Accessing and Utilizing STAR Reports August 2015 Planning and Goal Setting Examine all data and discuss the following: Are ALL students receiving differentiated instruction in your teacher led group (Tier I)? Have you identified student s rate of growth? Are Urgent Intervention and Intervention students receiving Interventions? Are On Watch and At or Above students receiving enrichment or additional support? Which students are receiving Tier II or Tier III instruction? Are you using the Class Instructional Planning Report? How? o Discuss how your flexible small groups have changed. o Discuss how you are differentiating instruction based on your data. *Quarterly: Create a list of students 23 who will receive a reading deficiency letter. Sample Data Meeting Planning Chart 24 Reading 12

68 Accessing and Utilizing STAR Reports August 2015 Teacher Data Analysis Form 25 Data Analysis Scenario Ashley is a student in Mrs. Johnson s kindergarten class. Ashley s fall scale score is a 495. This places her into the Urgent Intervention category on her STAR Early Literacy Report. 26 Reading 13

69 Accessing and Utilizing STAR Reports August 2015 Fall Below 40: Frustration 40 55: Intervention 56 75: Instruction Above 75: Mastery 27 Group Activity Work with your group to create an activity designed to remediate a frustration skill or intervention skill from Ashley s Diagnostic Report. 28 Reading 14

70 Accessing and Utilizing STAR Reports August 2015 Lingering Questions 29 Contact Information Dr. Kymyona Burk, State Literacy Director (K-12) Dr. Tenette Smith, State Literacy Coordinator (K-3) Coretta Doss, Regional Literacy Coordinator Missaha Larabee, Regional Literacy Coordinator Gidget Mansell, Regional Literacy Coordinator 30 Reading 15

71 Percentage of class scoring in each category on universal screener... Screening Report Data for skill sets within each sub domain... Early Literacy Class Diagnostic Report Pretest Instructions. Resources Deficit skills for an individual student. Instructional Planning Student Report Data for all students on most recent assessment. Summary Report Comparison of data on two universal screeners. Growth Report

72 Summary of skill expectations in each grade for each domain. Core Learning Progressions Data grouping students by estimated mastery of state standards. Class State Standards Report Targeted skills for groups based on median scale score. Instructional Planning Class Report Graphical display of individual student data toward a set goal. Progress Monitoring Report Comparison of student achievement in classes across a grade level on state standards. District State Standards Report

73 Graphical display of student performance on individual state standards. Student State Standards Report Dates of tests taken. Test Activity Report Guidelines to help categorize student performance and expected growth. Benchmarks, Cut Scores & Growth Rates Student progress across an entire school year. Annual Progress Report

74 Teacher Data Analysis Form Teacher Name: Date: Grade Level: Subject: Assessment: Reason for Assessment (Progress Monitoring/Benchmark): Screening Report: Urgent Intervention Students Intervention Students On Watch Students At/Above Benchmark Students Score Distribution Report, Instructional Planning, Summary Report or other Diagnostic Data 1. Strengths Objectives or skills 1. Weaknesses Objectives or skills Most Challenging Assessment Items (Types or Sub-Domains) What trends/patterns or interesting discoveries did you find? Adapted by Kelli Crain

75 Below, identify the skills and level of the skills to be readdressed with each group setting. In addition, identify students by name who will participate in each. Instructional Planning Reports (class/student) Whole Group Small Group Individual/RTI Skills/Level Skills/Level Student Name Skills/Level Student Name What will you do differently in the next few days to address these findings? What reteaching activities will you use? What research-based instructional strategies will you use? How will you challenge your students who mastered these objectives? What will you do differently in the next few weeks to address these findings and monitor student response? How will this data influence your lesson planning in the future? What professional development support do you need? Adapted by Kelli Crain

76 Narrative Writing In the Classroom 8/18/2015 NARRATIVE WRITING IN THE K-2 CLASSROOM Phase I UTILIZING NANCY FETZER S TECHNIQUES FOR WRITING Session Norms Silence your phones Please check and/or reply to s during the scheduled breaks Be an active participant Do not hesitate to ask questions MDE Reading Reading 1

77 Narrative Writing In the Classroom 8/18/2015 State Board of Education Vision and Mission: 5-Year Strategic Plan for Vision To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Mission To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community MDE Board of Education Strategic Plan State Board of Education Goals 5-Year Strategic Plan for All Students Proficient and Showing Growth in All Assessed Areas Every Student Graduates High School and is Ready for College and Career Every Child Has Access to a High-Quality Early Childhood Program Every School Has Effective Teachers and Leaders Every Community Effectively Using a World-Class Data System to Improve Student Outcomes MDE Board of Education Strategic Plan Reading 2

78 Narrative Writing In the Classroom 8/18/2015 Strong Readers=Strong Leaders Campaign Statewide public awareness campaign promotes literacy, particularly among PreK-3 students Campaign aims to equip parents and community members with information and resources to help children become strong readers MDE - Reading How can districts get involved? Post logo and link to strongreadersms.com on district website Share PSA on website and social media Like Strong Readers on Facebook and on Twitter Help implement mentoring program Distribute bookmarks and posters MDE Reading Reading 3

79 Narrative Writing In the Classroom 8/18/2015 Goals To learn and practice the techniques used in stages 1-4 by Nancy Fetzer to teach Narrative Writing to K-3 students. Plan and Talk Punctuation Time Fancy Words Talk and Write Chants Secret Formulas Dialogue MDE Reading Whole Group Writing Instruction Kindergarten First Grade Second Grade Whole Group writing lessons will be used for teacher writing and interactive writing Teacher makes the organizer so students get an idea how to plan and use the stories Students won t write the organizer at their own desk Whole Group writing lessons will be used for teacher writing, interactive writing, and instructional level writing Students need to be able to write a complete sentence on their own for instructional level writing! Teacher will need to model in small groups until everyone can write at least one sentence on their own, then go to whole group instruction Whole Group writing lessons will be used for teacher writing, interactive writing, and instructional level writing MDE - Reading Reading 4

80 Narrative Writing In the Classroom 8/18/2015 Whole Group Writing Instruction - Steps Start with the writing process 3 steps Plan and Talk Punctuation Time Talk and Write MDE - Reading Whole Group Writing Instruction - Steps Plan and Talk Each writing genre (narrative, informational/explanatory, opinion) has its own plan. The teacher needs to outline the specific steps that the students will follow. This helps the students to draw their organizer and ensures they can fill in ideas, and that the ideas are formed to make sense. Part of the Plan and Talk is to constantly orally rehearse how the information will be written. 6 Traits of Writing: Ideas, Organization, Word Choice MDE - Reading Reading 5

81 Narrative Writing In the Classroom 8/18/2015 Whole Group Writing Instruction - Steps 6 Traits of Writing: Conventions Punctuation Time Students will record where capitalization and stops go on their graphic organizers using red crayons. By the end of 1 st grade, students should start putting in commas on their organizers where needed (especially at transitions). By 2 nd and 3 rd grade, students should be using quotation marks where needed. Talk and Write After filling out the graphic organizer, but before writing independently, students need 3 oral rehearsals on their own with more revising. Once students can say their paper, they can go to their writing, continuing with the talking. Students need to constantly refer back to the organizer rehearse a section, write it, then go back to the graphic organizer. 6 Traits of Writing: Word Choice, Sentence Fluency, Voice MDE - Reading Whole Group Writing Instruction - Routine Introduce the Introduce the written routine written with routine a chant. with a chant. Once Once students students are are familiar familiar with orally with orally telling telling the the piece, piece, write write it. it. Follow the steps Follow the steps of of the the chant chant to write. to write. After After the the piece is is planned, orally rehearse. rehearse. Utilize a graphic graphic organizer for the writing. writing. MDE - Reading Reading 6

82 Narrative Writing In the Classroom 8/18/2015 Whole Group Writing Instruction Gradual Release Whole Group First Release Teacher models and writes High/ High partner write, responding to teacher s prompt Middle and Low continue to work whole group with teacher, who models and writes Second Release Middle/ Middle partner write, responding to teacher s prompt High/ High partner write or independent write Low continue to work whole group with teacher, who models and writes Third Release Fourth Release Low/ Low partner write, responding to teacher s prompt Middle/ Middle partner write or independent write Low/ Low continue to partner write, responding to teacher s prompt OR write independently, responding to teacher s prompt if the skill has been mastered High work independently, writing to their own prompt Middle and High work independently, writing to their own prompt Fifth Release All students work independently, writing to their own prompt MDE - Reading Whole Group Writing Instruction Scope and Sequence Narrative Kindergarten Stages st Grade Stages nd Grade Stages 4-5 Informative/Explanatory Kindergarten Stages st Grade Stages nd Grade Stages 3-6 Opinion Kindergarten Stages st Grade Stages nd Grade Stage 5 Narrative Informative/ Explanatory Opinion MDE - Reading Reading 7

83 Narrative Writing In the Classroom 8/18/2015 Narrative: Stage 1 Story Opening MDE - Reading Steps: Get Organized! Character Setting Action! Add Fancy Words Narrative: Stage 1 Story Opening Plan and Talk Start with the Story Opening chant and motion. MDE - Reading Reading 8

84 Narrative Writing In the Classroom 8/18/2015 Character Cue students with chant. Have students share to decide which character to use. Sketch the character in the first box. Orally rehearse Narrative: Stage 1 Story Opening Plan and Talk Get Organized! Kindergarten Have student paper already folded and prepared. 1 st Grade Have the students fold their legal paper in half so there is a fold across the image box to help students with the lesson. 2 nd and 3 rd Grade Direct students through the steps to create their own graphic organizer. MDE - Reading Setting Cue students with chant. Narrative: Stage 1 Story Opening Plan and Talk Let students talk to come up with the setting. In the first box draw an image to show the setting s when and where. Rehearse again. Have a corresponding motion for the character, when, and where to act out as you orally rehearse the story. MDE - Reading Reading 9

85 Narrative Writing In the Classroom 8/18/2015 Narrative: Stage 1 Story Opening Plan and Talk Action Cue students with chant. Pick a child to share their idea of the action. If students can t come up with an action, use an emotion to help draw an action that caused that emotion. Draw a quick sketch to show the action in the second box. Rehearse. MDE - Reading Narrative: Stage 1 Story Opening Plan and Talk Add Fancy Words Look at the boxes and identify the most important parts with the chant. Put Xs on the important parts and add brief details here if needed. Determine whether you want to describe the noun using the 5 senses or using emotions/personality. Write the fancy word above the important part. Do this process for each important noun. Orally rehearse the new sentence with the motions. MDE - Reading Reading 10

86 Narrative Writing In the Classroom 8/18/2015 Narrative: Stage 1 Story Opening Plan and Talk Grab a red crayon and say Punctuation time! Go to the organizer and put in capitalization and the ending punctuation mark. Cue students with the chant. Orally retell the first box only, writing the first word in the first box with the red crayon, making sure it has a capital. Orally retell the second box, using the red crayon to add the period at the far right of the second graphic organizer box to show it is the end of the sentence. MDE - Reading Narrative: Stage 1 Story Opening Plan and Talk Orally rehearse the sentence until students can say it with ease, using the motions. Encourage students to add to and revise the sentence as they rehearse to make it better. Once students are comfortable and familiar with the sentence, then they can write it on their own. MDE - Reading Reading 11

87 Narrative Writing In the Classroom 8/18/2015 Narrative: Stage 2 Actions, Actions, Actions! MDE - Reading Steps: Story Opening! Actions, Actions, Actions Until the Story is Done! Narrative: Stage 2 Actions, Actions, Actions Students will need a blank piece of paper. Fold the top down a quarter of the way of the paper to make a box. Start with the chant. MDE - Reading Reading 12

88 Narrative Writing In the Classroom 8/18/2015 Repeat the Story Opening steps: Get organized! Character Setting Action Add Fancy Words Capitalization and Punctuation Narrative: Stage 2 Actions, Actions, Actions *To help students when first teaching the process, plan a sentence then write the sentence. Continue this until you have finished your story or opinion. MDE - Reading Narrative: Stage 2 Actions, Actions, Actions Step 1 Create an action box by drawing a line across the paper underneath the Story Opening box. Step 2 Say the sequencing step. In the box draw the action idea. Orally rehearse the story, always starting from the beginning of the graphic organizer to make sure the writing is cohesive and coherent. MDE - Reading Reading 13

89 Narrative Writing In the Classroom 8/18/2015 Step 3 Use transitional words to move from one action to the next. Say the Transitional Words Chant and write the word on the transition line. Rehearse the story with the motions. Narrative: Stage 2 Actions, Actions, Actions Go back with the red crayon and add a capital, a comma after transitions, and punctuation. Add Fancy Words to the nouns in the action box you are currently working on. *1 st graders can wait until they have finished the entire story, then go back and add the Fancy Words. Rehearse the entire story with the motions until students are comfortable with it. Repeat steps 1-3 until the action is done. MDE - Reading Narrative: Stage 2 Actions, Actions, Actions Start with the chant. Repeat the conclusion chant and have students share different ideas. Draw a picture representation. Add a transition line and write the transition on the line. Use the red crayon to add capitalization and punctuation. Have students rehearse the entire story with the motions until they are comfortable with it. MDE - Reading Reading 14

90 Narrative Writing In the Classroom 8/18/2015 Student Work Samples: Narrative: Stage 2 Actions, Actions, Actions MDE - Reading Narrative: Stage 3 Adding the Secret Formula MDE - Reading Reading 15

91 Narrative Writing In the Classroom 8/18/2015 Steps: Story Opening! Introduce the Secret Formula S = Setting Setting tells us time and place, or when and where. C = Character Who s in our story? A person, an animal, or I am! = Action What is the character doing? Actions, Actions, Actions Until the Story is Done! Narrative: Stage 3 Adding the Secret Formula Start with the chant MDE - Reading Narrative: Stage 3 Adding the Secret Formula Step 2 Have students talk to determine who the character will be. Pick a student to share their idea. Under the C, draw the character(s). Have students talk to determine when and where the setting will be. Pick a student to share their idea. Under the S, draw a quick sketch for the when and where. Orally rehearse the narrative with the physical motions, and repeat twice. MDE - Reading Reading 16

92 Narrative Writing In the Classroom 8/18/2015 Narrative: Stage 3 Adding the Secret Formula Have students talk to determine the action the character is doing. Draw a quick sketch for the action. Go back and practice the whole sentence orally with the physical motions. Revise your writing as you rehearse, replacing weak verbs with mighty verbs. ex: saw = spotted MDE - Reading Narrative: Stage 3 Adding the Secret Formula Add Fancy Words Orally rehearse the new sentence with the motions. Punctuation Time! Use the red crayon to add capitalization and punctuation. MDE - Reading Reading 17

93 Narrative Writing In the Classroom 8/18/2015 Narrative: Stage 3 Adding the Secret Formula Step 2 Draw an Action Box Have students talk to each other and come up with an idea. If students cannot come up with an idea, use an emotion card to come up with an action that would correspond with the emotion. Draw a quick sketch. Reread the whole story. MDE - Reading Narrative: Stage 3 Adding the Secret Formula Step 3 Add a transition to the beginning of the sentence. Go back and re-read the entire story. Add capitals, stops, and fancy words for each sentence before moving on. Repeat steps 2-3 for the remaining Action! Action! Action! Sections. Reread the story orally with the motions after each new idea is added. MDE - Reading Reading 18

94 Narrative Writing In the Classroom 8/18/2015 Narrative: Stage 3 Adding the Secret Formula Step 4 Closing Have the characters look back at the actions that happened in the story. Provide a transitional word or phrase. Go back and reread the whole story with the motions until students can say it fluently. Add capitals, stops, and fancy words to the closing section. MDE - Reading Narrative: Stage 3 Adding the Secret Formula Once they have finished their plan, students can transpose their writing onto lined paper where the indention has already been highlighted by the teacher. Students will go sentence by sentence, orally rehearsing their writing, and then writing that one sentence. When they are done, students need to check their paper and count the periods and capitals to make sure they have the same number as in their sketch draft. MDE - Reading Reading 19

95 Narrative Writing In the Classroom 8/18/2015 Narrative: Stage 4 Dialogue and Another Secret Formula MDE - Reading Narrative: Stage 4 Dialogue and Another Secret Formula Step 1 Say the chant. Get Organized use the S, C, secret formula. Rehearse the sentence and act it out. Add first word, capitalization, stops, and punctuation. Add fancy words to the important parts of the sentence. Go back and reread the story with the motions. MDE - Reading Reading 20

96 Narrative Writing In the Classroom 8/18/2015 Narrative: Stage 4 Dialogue and Another Secret Formula Step 2 Draw an action box. In the box, the character will do, say, or think. Discuss the action and draw a sketch to form the idea. Add transition words to the beginning of the sentence. Reread the entire piece, using the motions. Repeat Step 2 until all of the action is finished. Go back and add capitalization, stops, and punctuation for each sentence. Add fancy words for each sentence. MDE - Reading Narrative: Stage 4 Dialogue and Another Secret Formula Adding Thought and Speech When the character says or thinks something, draw a speech or thought bubble following a transition line and comma in the action box. Write the beginning quotation marks in the bubble, then write the entire quote, and write the ending punctuation mark and ending quotation mark. On the transition line, write the marker who and how they spoke) MDE - Reading Reading 21

97 Narrative Writing In the Classroom 8/18/2015 Narrative: Stage 4 Dialogue and Another Secret Formula Step 3 Secret Formula = T C R T = Transition Fancy words that move you from one action to the next. C = Character R = Reflection What the character thought, learned, wished, or felt. Write the full word or phrase in the beginning of the closing box. Write or draw the character in the closing box. Write a key word and sketch the rest of the idea. Punctuation time! Use red pen and add capitalization, stops, and punctuation. MDE - Reading What It Leads To The Benefits of Writing MDE - Reading Reading 22

98 Narrative Writing In the Classroom 8/18/2015 What It Leads To 1 Writing Fluency Thought Process Development Writing Confidence 2 Enjoyment of Writing 3 MDE - Reading What It Leads To Student samples from The Writing Box activity MDE - Reading Reading 23

99 Narrative Writing In the Classroom 8/18/2015 Next Steps: Informative Writing Same Process, New Genre MDE - Reading Next Steps: Informative Writing MDE - Reading Reading 24

100 Narrative Writing In the Classroom 8/18/2015 Resources FREE Downloadable Resources, Videos, and Anchor Charts! MDE - Reading Contact Information Dr. Kymyona Burk, State Literacy Director (K-12) Kymyona.burk@mde.k12.ms.us Dr. Tenette Smith, State Literacy Coordinator (K-3) Tenette.smith@mde.k12.ms.us Lillie Skillom, Regional Literacy Coordinator lskillom@mde.k12.ms.us LeighAnne Cheeseman,Regional Literacy Coordinator lcheeseman@mde.k12.ms.us MDE - Reading Reading 25

101 Building Literacy Foundational Skills 8/18/2015 Building Literacy Foundational Skills: Preparing for Kindergarten Session Norms Silence your cell phones Please check and/or reply to s during the scheduled breaks Be an active participant Do not hesitate to ask questions MDE Office of Elementary Education and Reading 2 Reading 1

102 Building Literacy Foundational Skills 8/18/2015 Vision State Board of Education Vision and Mission: 5-Year Strategic Plan for To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Mission To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community MDE Board of Education Strategic Plan State Board of Education Goals 5-Year Strategic Plan for All Students Proficient and Showing Growth in All Assessed Areas Every Student Graduates High School and is Ready for College and Career Every Child Has Access to a High-Quality Early Childhood Program Every School Has Effective Teachers and Leaders Every Community Effectively Using a World-Class Data System to Improve Student Outcomes MDE Board of Education Strategic Plan Reading 2

103 Building Literacy Foundational Skills 8/18/2015 Strong Readers=Strong Leaders Campaign Strong Readers=Strong Leaders statewide public awareness campaign promotes literacy, particularly among PreK-3 students Campaign aims to equip parents and community members with information and resources to help children become strong readers MDE Office of Elementary Education and Reading Strong Readers=Strong Leaders Campaign Components: Web: strongreadersms.com Social media campaign Logo PSA Posters, bookmarks, and coloring sheets Guidance for setting up a mentoring program MDE Office of Elementary Education and Reading Reading 3

104 Building Literacy Foundational Skills 8/18/2015 Strong Readers = Strong Leaders Campaign How districts can get involved: Post logo and link to strongreadersms.com on district website Share PSA on website and social media Like Strong Readers on Facebook and on Twitter Help implement mentoring program Distribute bookmarks and posters MDE Office of Elementary Education and Reading Session Goals Review Preschool Benchmarks Focus On Oral Language Focus on Phonemic Awareness Focus on Phonics Interact with a variety of research-based instructional strategies for early literacy MDE Office of Elementary Education and Reading 8 Reading 4

105 Building Literacy Foundational Skills 8/18/2015 Preschool Expectations How did you learn to read? How do children learn? Children learn as total persons (emotionally, socially, physically, and intellectually). Children go through similar stages of development, but at individual rates. Children learn through their senses (hearing, seeing, touching, tasting, and smelling). MDE Office of Elementary Education and Reading 10 Reading 5

106 Building Literacy Foundational Skills 8/18/2015 How do children learn? Children learn through active involvement (exploring, playing, manipulating, and problem solving). Children learn through attitudes and examples as well as content. MDE Office of Elementary Education and Reading 11 Expectations of Preschool Students 1.2 The child listens attentively to stories 2.1 Shows increasing complexity in language development 2.4 Uses language to communicate information, experiences, ideas, etc. 3.2 Recognizes rhyming words 3.3 Distinguishes syllables (units of sound) by clapping, stomping, or finger tapping 3.4 Orally segments, blends, and deletes syllables 3.5 Begins to notice beginning phonemes (sounds) 3.6 Begins to notice ending phonemes (sounds) 3.7 Begins to blend onset and rime MDE Office of Elementary Education and Reading 12 Reading 6

107 Building Literacy Foundational Skills 8/18/2015 Early Literacy Skills Overview Phonemic Awareness: the ability to hear and manipulate the sounds in spoken words Phonics: Alphabetic Principle Alphabetic Understanding: Words are composed of letters that represent sounds. Phonological Decoding: Using letter-sound correspondence to retrieve the pronunciation of an unknown printed string or to spell words. Fluency Vocabulary Comprehension MDE Office of Elementary Education and Reading 13 Oral Language Reading 7

108 Building Literacy Foundational Skills 8/18/2015 Oral Language Receptive The ability to understand, or comprehend, language heard or read MDE Office of Elementary Education and Reading Expressive Being able to put thoughts into words and sentences, in a way that makes sense and is grammatically accurate 15 Oral Language Communication Skill Builders MDE Office of Elementary Education and Reading 16 Reading 8

109 Building Literacy Foundational Skills 8/18/2015 Oral Language Communication Boards /GB146.pdf Games and Circle Time Activities that Build Receptive and Expressive Language uage.php MDE Office of Elementary Education and Reading 17 Phonological Awareness Research indicates that phonemic awareness is a strong predictor of early success in reading (Snow, Burns, & Griffin, 1998). Acute otitis media Reading 9

110 Building Literacy Foundational Skills 8/18/2015 Phonological Awareness The ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words In the English language, all spoken words are constructed from about 44 different phonemes. MDE Office of Elementary Education and Reading 19 Phonological Awareness What Students Need to Learn That spoken words consist of individual sounds or phonemes How words can be segmented (pulled apart) into sounds, and how these sounds can be blended (put back together) and manipulated (added, deleted, and substituted) How to use their phonemic awareness to blend sounds to read words and to segment sounds in words to spell them MDE Office of Elementary Education and Reading 20 Reading 10

111 Building Literacy Foundational Skills 8/18/2015 Phonological Awareness Skills Rhyme Alliteration (tongue twisters) Blending and Segmenting Onset and rime (c ake) Phoneme and Syllable Counting Say it & move it (left to right correspondence & tracking) MDE Office of Elementary Education and Reading 21 Phonemic Awareness Instruction Elkonin Boxes or Sound Squares MDE Office of Elementary Education 22 Reading 11

112 Building Literacy Foundational Skills 8/18/2015 Phonemic Awareness Instruction Elkonin Boxes or Sound Squares MDE Office of Elementary Education and Reading 23 Phonemic Awareness Instruction Elkonin Boxes or Sound Squares MDE Office of Elementary Education and Reading 24 Reading 12

113 Building Literacy Foundational Skills 8/18/2015 Phonological Awareness Vs. Phonics Instruction Phonemic Awareness (Sounds) Phonics Instruction c a t MDE Office of Elementary Education and Reading 25 Levels of Phonological Awareness Level 1 Rhythm and Rhyme Level 2 Parts of a Word Level 3 Sequence of Sounds Level 4 Separation of Sounds Level 5 Manipulation of Sounds MDE Office of Elementary Education and Reading 26 Reading 13

114 Building Literacy Foundational Skills 8/18/2015 Tasks Hearing and identifying similar word patterns (sound matching) Listen for the two words that rhyme in a string of words: cat, boy, bat. Phonological Awareness Level 1: Rhythm and Rhyme Recognize examples of alliteration: Sally sells seashells by the seashore. Listening for and detecting spoken syllables (syllable counting) MDE Office of Elementary Education and Reading 27 Phonological Awareness Level 1: Rhythm and Rhyme Instructional Guidelines Read many stories aloud, especially those containing rhyming words and alliterations Use both auditory and visual learning devices (chants, songs, picture cards, and puppets) Have children listen for, tap out, and count syllables MDE Office of Elementary Education and Reading 28 Reading 14

115 Building Literacy Foundational Skills 8/18/2015 Phonological Awareness Level 1: Rhyming & Alliteration MDE Office of Elementary Education and Reading 29 Phonological Awareness Body Parts Rhyme MDE Office of Elementary Education and Reading 30 Reading 15

116 Building Literacy Foundational Skills 8/18/2015 Tasks Phonological Awareness Level 2: Parts of a Word Speech as sound units Identifying onsets and rimes (syllable splitting) Blending individual sounds to form a word (phoneme blending) MDE Office of Elementary Education and Reading 31 Phonemic Awareness Level 2: Parts of a Word Instructional Guidelines Begin by having children blend together onsets and rimes ( sound units derived from splitting syllables) Ex. sp ill to form the word spill Proceed to phoneme blending (combining sounds that correspond to individual letters or graphemes) Ex. /s/-/p/-/i/-/l/ to form the word spill MDE Office of Elementary Education 32 Reading 16

117 Building Literacy Foundational Skills 8/18/2015 Beginning, Middle, and Ending Sounds Tasks Phonemic Awareness Level 3: Sequence of Sounds Identifying where a given sound is heard in a word (approximation) Identifying beginning, middle, and ending sounds in a word (phoneme isolation) MDE Office of Elementary Education and Reading 33 Instructional Guidelines Phonological Awareness Level 3: Sequence of Sounds Begin by identifying a target sound, then say words and have children identify whether the sound is heard at the beginning, middle, or end Have them repeat the sound heard, not the letter name MDE Office of Elementary Education and Reading 34 Reading 17

118 Building Literacy Foundational Skills 8/18/2015 Tasks Phonemic Awareness Level 4: Separation of Sounds Phoneme Segmentation Counting the number of phonemes in a word (phoneme counting) Identifying individual sounds within a word (phoneme segmentation) MDE Office of Elementary Education and Reading 35 Instructional Guidelines Phonemic Awareness Level 4: Separation of Sounds Have children count the number of sounds in a word Say each word slowly as children listen for, tap out, and count the number of phonemes they hear Have children identify the individual phonemes in a word MDE Office of Elementary Education and Reading 36 Reading 18

119 Building Literacy Foundational Skills 8/18/2015 Tasks Phonemic Awareness Level 5: Manipulation of Sounds Addition, Deletion and Substitution Substituting beginning, middle, and ending sounds of a word (phoneme substitution) Omitting beginning, middle, and ending sounds of a word (phoneme deletion) MDE Office of Elementary Education and Reading 37 Instructional Guidelines Phonemic Awareness Level 5: Manipulation of Sounds Begin by children adding, substituting, or deleting beginning consonant sounds Once children have mastered manipulation of beginning consonant sounds, advance to ending sounds and then middle sounds Ex. Replace the first sound in cat with /m/ to make mat, or replace the last sound in bin with /t/ to make bit. MDE Office of Elementary Education and Reading 38 Reading 19

120 Building Literacy Foundational Skills 8/18/2015 Phonics What is phonics? The relationship between letters and sounds. MDE Office of Elementary Education and Reading 40 Reading 20

121 Building Literacy Foundational Skills 8/18/2015 Decoding and Phonics Phonics is a way of teaching reading and spelling that stresses sound-symbol relationships and the rules of spelling that govern most words. Phonics is a type of decoding. Decoding is the process that includes strategies for breaking words into syllables and phonemes, then blending them back together to determine the intended meaning. cat MDE Office of Elementary Education and Reading 41 Graphophonemic Knowledge Linking sounds to symbol Letter Name Identification Linking letters to sounds Initial and final consonants Short vowels Digraphs and blends Long Vowels and other vowel patterns Consonant doubling Plural endings Compound words Simple inflectional endings Changing y to I Simple prefixes, roots and base words MDE Office of Elementary Education and Reading 42 Reading 21

122 Building Literacy Foundational Skills 8/18/2015 Articulation Guide CONTINUANTS STOPS Can be spoken continuously until we run out of breath Like the sound /m/ or any vowel. Must be pronounced with one short push of breath... Like the sound /k/ or /p/. MDE Office of Elementary Education and Reading 43 Phonics Instruction Activity: Sound Check Articulation Guide Continuants Stops A E F I L M N O R S U V W Z MDE Office of Elementary Education and Reading B C D G H J K P Qu T X Y 44 Reading 22

123 Building Literacy Foundational Skills 8/18/2015 Vowel Chart (Moats, 2004) MDE Office of Elementary Education and Reading 45 Steps in Teaching & Learning Printed Word Recognition in English MDE Office of Elementary Education and Reading 46 Reading 23

124 Building Literacy Foundational Skills 8/18/2015 Activity: Alphabet Arc Directions I do: We are going to place the letters on to the ABC ARC as we say the sound. Teacher picks up letter and says: M /m/ Watch me place the M on the ARC as I say the sound /m/. Teacher places the M on the ARC in the appropriate place. We do: Everyone pick up the letter M. Everyone say /m/. Everyone place the letter M on top of the letter M on your ABC ARC as you say /m/. Students place letter as they say the sound.. You do: Ask 1-2 additional students to place letters on the ARC as they say the sound of the letter.: S /s/ A /a/ Positive Error Correction Always return to I do (modeling) when there is a student error or confusion. I do: If the student says the letter name correctly but said an incorrect sound the teacher would say, You got the letter name right. Watch me as I say the sound of S /s/. We do: Everyone let s say the sound of the letter S /s/. You do: Dan can you tell me the sound for the letter S? /s/ Tips Usually you will not set all 26 letters out, only set a selection from which you will work. Be intentional about letters chosen. Can be used just for letter name/identification without the sound prompt. Who can find the letter S? Can you put it where it belongs on the arc? MDE Office of Elementary Education and Reading 47 Routine: Bumpy Blending Routine I do: Listen to me do bumpy blending one sound at a time. S a d Tap the 1 st dot. /s/ Tap the 2 nd dot. /a/ Tap the 3 rd dot. /d/ Glide hand under word from left to right sad. She is sad We do: Complete together. You do: Have students complete independent of your voice. Students may take turns. All students should be following along even when it is not their turn to speak. Use with I do, We do, You do. Repeat steps with additional words. Positive Error Correction Always return to I do (modeling) when there is a student error or confusion. Errors to watch for: If a student says /s/ /a/ /b/ instead of /s/ /a/ /d/, say, you said two sounds correctly. Watch me bumpy blend the word sad. Go back to I do, we do, you do. Tips When creating, place one dot under each spoken sound in the word. Pause between each sound. Be sure students touch dots as they say them. MDE Office of Elementary Education and Reading 48 Reading 24

125 Building Literacy Foundational Skills 8/18/2015 Routine: Smooth Blending Routine We are going to smooth blend the word Sam. Watch me. Glide your finger under each letter for about 2 seconds. Say the sounds in a slow, connected way. Sssssaaaaammmmm. Then glide your finger across the bottom of the word from left to right and say the word and use it in a sentence. Sam. Sam is a boy. S a m Positive Error Correction Always return to I do (modeling) when there is a student error or confusion. Errors to watch for: If a student says /s/ /a/ /m/ (bumpy blending) instead of smooth blending, say, you said the sounds correctly. Listen as I glide my finger under each letter and blend the sounds together. Sssssaaaaaammmmm. Go back to I do, we do, you do. Tips Sounds should be connected. Do not draw out stop sounds (/t/, /c/, /d/, etc). Instead, connect them to the nearest vowel. Ex dad Continue using We do, You do. Repeat steps with additional words. It is helpful to draw lines connecting letters for students to trace or follow as they smooth blend, but not necessary. Alternately, students can simply glide their finger from sound to sound, left to right, under the word. MDE Office of Elementary Education and Reading 49 Activity: Word Chain Directions I do: Place selected letter tiles/letter cards in front of students. We are going to make some words with the letters you have in front of you. Everyone put the letters t,o,p in front of you. Students move these letters together to make the word top. These letters spell top. Watch me as I read the word. Glide fingers from left to right under the word as you read it. Top. Now watch me. I am going to take out the letter t and put an m where the t was. I changed the word to mop! Watch as I read the word mop. Mop. We do: Everyone pick up the letter o. Put the letter a where the letter o was. Everyone let s read the word together. Map. Glide fingers from left to right under the word as you read it with students The new word is map. What is the new word? You do: Students change out letters as the teacher directs. Students then read the new words. Teacher monitors student responses. Positive Error Correction Always return to I do (modeling) when there is a student error or confusion. I do: If the student (Dan) gets a sound incorrect (creates or reads map instead of mop ) the teacher would say You got 2 sounds right! The sound of the letter O is /o/. Let s blend the new word again. Mop. We do: Everyone let s say the sound of the letter O /o/. Everyone let s read the wordmop. You do: Dan can you give me the sound of the letter O? Can you read the new word? Tips Usually you will not set all 26 letters out, only set a selection from which you will work. Be intentional about letters chosen. Plan the list of words you will have students make ahead of time. A manipulative like letter tiles, letter cards, plastic letters should be used. Do not have students write the word that changes the purpose of the activity from decoding to encoding. Remember to only change one grapheme at a time. 50 Reading 25

126 Building Literacy Foundational Skills 8/18/2015 Activity: Phoneme-Grapheme Mapping A technique to develop awareness of how graphemes map onto print. Map each phoneme into one sound box: s a t h a m MDE Office of Elementary Education and Reading Phoneme-Grapheme Mapping Elkonin or Sound Boxes sh i c a p t MDE Office of Elementary Education and Reading Reading 26

127 Building Literacy Foundational Skills 8/18/2015 Phoneme-Grapheme Mapping Use a grid to support your instruction with students. Script the words you will ask your students to map. Scaffold further, if needed, by telling students exactly how many boxes are needed to represent the sounds in each of your words. MDE Office of Elementary Education and Reading Assessments for Early Learners Reading 27

128 Building Literacy Foundational Skills 8/18/2015 Assessments Informal Observations Questions/ Response Portfolios Formal Benchmarks/ Checklists Progress Reports Developmental Scales Observation is the primary assessment for 3 and 4 year olds. MDE Office of Elementary Education and Reading 55 5 Reading Components: Building Blocks to Comprehension MDE Office of Elementary Education and Reading 56 Reading 28

129 Building Literacy Foundational Skills 8/18/2015 Website Resources MDE Literacy: MDE Early Childhood: Florida Center for Reading Research: MDE Office of Elementary Education and Reading 57 Contact Information Dr. Kymyona Burk, State Literacy Director (K-12) Dr. Tenette Smith, State Literacy Coordinator (K-3) Jill Hoda, Assistant State Literacy Coordinator (K-3) Kristen Wells, Assistant State Literacy Coordinator (K-3) MDE Office of Elementary Education and Reading 58 Reading 29

130 Five Components Overiew 8/18/2015 Five Components of Reading Overview MDE Board of Education Strategic Plan Vision To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Mission To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community MDE Board of Education Strategic Plan 2 Reading 1

131 Five Components Overiew 8/18/2015 State Board of Education Goals 5-Year Strategic Plan for All Students Proficient and Showing Growth in All Assessed Areas Every Student Graduates High School and is Ready for College and Career Every Child Has Access to a High-Quality Early Childhood Program Every School Has Effective Teachers and Leaders Every Community Effectively Using a World-Class Data System to Improve Student Outcomes 3 Strong Readers = Strong Leaders Campaign Strong Readers=Strong Leaders statewide public awareness campaign promotes literacy, particularly among PreK-3 students Campaign aims to equip parents and community members with information and resources to help children become strong readers 4 Reading 2

132 Five Components Overiew 8/18/2015 Strong Readers = Strong Leaders Campaign Components: Web: strongreadersms.com Social media campaign Logo PSA Posters, bookmarks, and coloring sheets Guidance for setting up a mentoring program 5 Strong Readers=Strong Leaders Campaign How districts can get involved: Post logo and link to strongreadersms.com on district website Share PSA on website and social media Like Strong Readers on Facebook and on Twitter Help implement mentoring program Distribute bookmarks and posters Reading 3

133 Five Components Overiew 8/18/2015 Session Norms Silence your cell phones Please check and/or reply to s/text messages during the scheduled breaks Be an active participant Refrain from sidebar conversations Do not hesitate to ask questions 7 Session Goals Review the Five Components of Reading o Phonemic Awareness o Phonics o Fluency o Vocabulary o Comprehension Provide Strategies for Each Component and Steps For Implementation MDE Reading 8 Reading 4

134 Five Components Overiew 8/18/2015 Ice Breaker PA Alliteration Intro Chains 1. Divide into two or more groups. 2. One person begins with an adjective that describes them, stating their name, and a hobby. All words must begin with the first sound of their first name. 3. Example: Mild Marie makes models Eager Elizabeth s 4. The next person in line would say the alliteration of the person before them and their own. 5. This will keep going until the last person who will have to say everyone s names along with their alliteration. 9 The Five Essential Components of Reading Reading 5

135 Five Components Overiew 8/18/2015 Research Five Critical Components of Reading: Phonemic Awareness Phonics Fluency Vocabulary Comprehension Identifying words accurately and fluently Constructing meaning once words are identified MDE Reading 11 Phonemic Awareness Reading 6

136 Five Components Overiew 8/18/2015 Activity: PA Knowledge Survey Write True or False for each statement. Phonemic Awareness and Phonological Awareness are the same thing. Phonemic Awareness involves teaching students how to manipulate sounds. Phonemic Awareness includes teaching students about letters and sounds. Once students move into 2 nd and 3 rd Grade, they no longer need explicit and systematic phonemic awareness instruction. MDE Reading 13 Phonemic Awareness Phonemic Awareness the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words a strong predictor of early success in reading MDE Reading 14 Reading 7

137 Five Components Overiew 8/18/2015 Phonological Awareness and Phonemic Awareness For further study on phonological awareness see LETRS Module 2 pages Phonemic Awareness is a subset of Phonological Awareness. Phonemic awareness is a subset of phonological awareness (Reutzel & Cooter, 2005). MDE Reading 15 Phonemic Awareness What Students Need to Learn That spoken words consist of individual sounds or phonemes How words can be segmented (pulled apart) into sounds, and how these sounds can be blended (put back together) and manipulated (added, deleted, and substituted) How to use their phonemic awareness to blend sounds to read words and to segment sounds in words to spell them MDE Reading 16 Reading 8

138 Five Components Overiew 8/18/2015 Levels of Phonemic Awareness Level 1 Rhythm and Rhyme Level 2 Parts of a Word Level 3 Sequence of Sounds Level 4 Separation of Sounds Level 5 Manipulation of Sounds MDE Reading 17 Phonemic Awareness Examples: What is this picture? What is the first sound of the word? What is the last sound in the word? MDE Reading 18 Reading 9

139 Five Components Overiew 8/18/2015 Activity: Body Parts Rhyme MDE Reading 19 Remember.. Phonological Awareness Reminder Phonological awareness activities can be completed with your eyes closed. MDE Reading 20 Reading 10

140 Five Components Overiew 8/18/2015 Activity: PA Knowledge Survey Revisited Let s Review! Phonemic Awareness and Phonological Awareness are NOT the same thing. Phonemic Awareness involves teaching students how to manipulate sounds. Phonemic Awareness includes teaching students letter sounds. We often hear 2 nd and 3 rd Grade students no longer need explicit and systematic phonemic awareness instruction. THIS IS NOT TRUE! MDE Reading 21 Phonics Reading 11

141 Five Components Overiew 8/18/2015 What is phonics? The relationship between letters and sounds. MDE Reading 23 Match the statement with a word from the bank. a. affixes b. diphthongs c. multisyllabic words d. vowel digraphs e. inflectional endings MDE Reading Activity: Phonics Knowledge Survey 1. Two vowels together that represent one phoneme/sound. 2. A suffix that expresses plurality or possession. 3. Words with more than one syllable. 4. A complex vowel sound produced by the tongue shifting positions; it feels as if it has 2 parts. 5. Word elements placed before or after the root. 24 Reading 12

142 Five Components Overiew 8/18/2015 Phonics and Word Study What Students Need to Learn Correct and quick identification of the letters of the alphabet The alphabetic principle (an understanding that the sequence of sounds, or phonemes, in a spoken word are represented by letters in a written word) Phonic elements (e.g., lettersound correspondences; spelling patterns; syllables in words; meaningful word parts, or morphemes) How to apply phonics elements as students read and write How we teach it Explicit, systematic phonics instruction that teaches a set of letter-sound relations Explicit instruction in blending sounds to read words Initial practice in reading texts that are written for students to use their phonics knowledge to decode and read words Substantial practice applying phonics as children read and write Systematic assessment to inform instruction MDE Reading 25 Articulation Guide CONTINUANTS STOPS Can be spoken continuously until we run out of breath Like the sound /m/ or any vowel. Must be pronounced with one short push of breath... Like the sound /k/ or /p/. MDE Reading 26 Reading 13

143 Five Components Overiew 8/18/2015 Activity: Sound Check Articulation Guide Continuants Stops A E F I L M N O R S U V W Z B C D G H J K P Qu T X Y 27 Meaningful Word Parts Reading 14

144 Five Components Overiew 8/18/2015 Vowel Digraphs Two vowels together that represent one phoneme/sound. Examples: ai- maid ee- sweet ea-bean MDE Reading 29 Diphthong A complex vowel sound produced by the tongue shifting positions during articulation; a vowel that feels as if it has two parts. Examples: oy- toy, destroy aw- saw, fawn ou- house, round oi-boil, coin MDE Reading 30 Reading 15

145 Five Components Overiew 8/18/2015 Six Syllable Types Closed syllable C+Le: Final stable syllable Open syllable Vowel pair syllable Magic/Silent E: Vowel consonant e Syllable R controlled: Vowel + r syllable MDE Reading 31 Six Syllable Types Syllable Patterns Word Description Closed Syllable (CVC) Open Syllable (CV) Vowel-Consonant-e (VCe or CVCe) căt nō īce cāke Ends in at least one consonant The vowel is short Ends in one vowel The vowel is long Ends in 1 vowel, 1 consonant, & final e The final e is silent The vowel is long Vowel + r Syllable stär Has an r after the vowel The vowel makes an unexpected sound Vowel Pair Syllable rēad rĕad Has 2 adjacent vowels Each vowel pair must be learned individually Final Stable Syllable ap-ple na-tion Has final consonant le combination or Has nonphonetic, reliable unit ( tion /shun/) Accent falls on preceding syllable MDE Reading 32 Reading 16

146 Five Components Overiew 8/18/2015 Activity: Syllable Type Tag Each participant will be given a word card. Look at the word on your card. Which of the six syllable types does your word represent? Look for the syllable types posted on the walls around you. Stand under the poster of the syllable type that matches your word. For multisyllabic words you may select any syllable. MDE Reading 33 Affixes The root is the part of the word that contains the basic meaning or definition of the word. The prefix is a word element placed in front of the root. The suffix is a word element placed after the root, which changes the word s meaning as well as its function. MDE Reading 34 Reading 17

147 Five Components Overiew 8/18/2015 Inflectional Endings Inflectional endings are suffixes that express plurality or possession. MDE Reading 35 Multi-syllabic words When skilled readers encounter a long, unfamiliar word, they assign the word a pronunciation by breaking the word into manageable units (chunks or syllables). Less skilled readers need to be taught this. MDE Reading 36 Reading 18

148 Five Components Overiew 8/18/2015 Activity: Phonics and Phonemic Awareness Video MDE Reading 37 Fluency Reading 19

149 Five Components Overiew 8/18/2015 Fluency Fluency - the ability to read with sufficient speed and accuracy to support comprehension Fluency Elements Accuracy Rate Prosody MDE Reading 39 Fluency Less fluent readers must focus their attention primarily on decoding individual words. Therefore, they have little attention left for comprehending the text. More fluent readers focus their attention on making connections among the ideas in a text and between these ideas and their background knowledge. Therefore, they are able to focus on comprehension. MDE Reading 40 Reading 20

150 Five Components Overiew 8/18/2015 Fluency in the Classroom Fluency Drills Letter Names C a O c o O c C A c Word Parts ci ce co cu ca ci co cy cu ci ce co Words cite cent cart cups camp cost city cans MDE Reading 41 Fluency in the Classroom Fluency Drills Phrases in the city when I camp under the cart within the cup after the calf over in the camp Sentences When the boy from the city went to summer camp, he had a great time. Since she was a guest, she was able to go with the gang to the game without cost. MDE Reading 42 Reading 21

151 Five Components Overiew 8/18/2015 Fluency in the Classroom Prosody Practice Alphabetic Prosody A! B? C. D? E! F! G? Book: MDE Reading 43 Fluency in the Classroom MDE Reading 44 Reading 22