12/7/2013. The 5 Big Ideas. FNSA Goal. Quality in Education. Age 8 Grade 3 Reading

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1 The 5 Big Ideas of Reading Instruction Madeline Price Holly Smith First Nations Education Steering Committee First Nations Schools Association 1 FNSA Goal Age 8 Grade 3 Reading 2 Quality in Education Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives. Willa A. Foster 3 1

2 What We Know Now Over 40 years of converging scientific research Reading trajectories are established early. 100 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 80 Words Per Minute Middle 10% Low 10% Grade 4 What We Know Now Readers on a low trajectory tend to stay on that trajectory. Students on a low trajectory tend to fall further and further behind. Unless 5 Unless We FOCUS On the Big Idea of Reading Instruction Hedgehogs see what is essential and ignore the rest. Jim Collins 6 2

3 Change Trajectory Outcomes of Reading Development 100 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 80 Words Per Minute Middle 10% Low 10% Grade Adapted with hypothetical data from: Good, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. 7 School Psychology Review, 27, [Joint publication with Educational and Child Psychology.] 7 Big Ideas in Reading Instruction #1. Phonemic Awareness: The ability to hear and manipulate sound in words. #2. Alphabetic Principle-Phonics: The ability to associate sounds with letters and use the sounds to read words. #3. Fluency-Automaticity with the Code: The effortless, automatic ability to read words in connected text. #4 Comprehension: The complex cognitive process involving the intentional interaction between reader and text to make meaning. #5 Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. 8 Big Idea #1:Phonemic Awareness Fundamental to mapping speech to print. Essential to learning to read in an alphabetic writing system. A strong predictor of children who experience early reading success. 9 3

4 Big Idea #1:Phonemic Awareness What is it? 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) 10 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 11 Phonological Awareness Continuum 1 Words in a Sentence 2 Identifying Syllables in a spoken word 3 Onset-Rime/ Rhyming 6 Phoneme 5 Deletion Phoneme Addition 4 Blending & Substitution Segmenting Phoneme Isolation Identification Categorization 12 4

5 Phonemic Awareness Activity Identify the step # that matches each activity 13 Big Idea #2:Alphabetic Principle Letter-sound knowledge is prerequisite to effective word identification. A primary difference between good and poor readers is the ability to use letter-sound correspondence to identify words (Juel) Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits (Stanovich). 14 Big Idea #2:Alphabetic Principle What is it? Alphabetic Awareness: Knowledge of letters of the alphabet coupled with the understanding that the alphabet represents the sounds of spoken language and the correspondence of spoken sounds to written language. Alphabetic Understanding: Understanding that the left-to-right spellings of printed words represent their phonemes from first to last. Decoding: Translation of letters to sounds and then to words. 15 5

6 Alphabetic Principle What Students Need to Learn Accurate and rapid 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) Phonics elements (e.g., letter-sound correspondences, spelling patterns, syllables, and meaningful word parts) How to apply phonics elements as they read and write Big Idea #3: Fluency Fluency is related to reading comprehension. When students read fluently, decoding requires less attention. Attention can be given to comprehension. Laborious decoding and low fluency results in little reading. An accurate, fluent reader will read more. The rich get richer. The poor get poorer. (Stanovich, 1986) 18 6

7 Big Idea #3: Fluency The ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading such as decoding. (Meyer & Felton, 1990) The ability to read connected text accurately with appropriate rate and expression (prosody). (Judson, Mercer, & Lane, 2000) 19 Fluency = Automaticity Automaticity is reading words with no noticeable effort. It is having mastered word recognition skills to the point of overlearning. Fundamental skills are so automatic that they do not require conscious attention. Examples shifting gears on a car playing a musical instrument playing a sport (serving a tennis ball) Fluency What Students Need to Learn How to decode words (in isolation and in connected text) How to automatically recognize words (accurately and quickly with little attention or effort) basic and advanced phonics skills How to increase speed (or rate) of reading while maintaining accuracy 21 7

8 Fluency Handout 22 Big Idea #4: Comprehension What is it? Instruction of comprehension strategies improves reading comprehension of children with a wide range of abilities (National Reading Panel, 2000) Many children require explicit word recognition instruction integrated with rapid processing of words, spelling skills, and strategies to improve comprehension (Fletcher & Lyon, 1998) 23 Text Comprehension What Students Need to Learn How to read both narrative and expository texts How to understand and remember what they read How to relate their own knowledge or experiences to text How to use comprehension strategies to improve their understanding of text How to communicate with others about what they read 24 8

9 95 Percent Group s Comprehension Process Continuum, Elementary Version Synthesizing Connecting Relating something you know to something that you re reading. It s connecting your life to the passage. Questioning What you do when you wonder about words or ideas in something you are reading. When we ask a question, we start with question starter words that help us form questions. The question starter words are: who, what, where, when, why, and how. Predicting Using the ideas in the text along with what you already know to create a thoughtful guess about what s going to happen. A prediction should be based on some information in the passage, along with your background knowledge about the topic. Imaging Using your senses to build a more complete picture in your mind of what the author says. Inferring Figuring out what the author means but doesn t say. Sometimes an author does not tell us everything. You have to start with what the author does say, along with what you already know, to figure out what the author might mean above and beyond what s actually stated. Developing your own idea Determining about the message you Importance learned by determining which information is Using text structure and features, topics, key details, main ideas, story elements, and summaries to help you understand what you re reading. (See reverse for more information.) important and combining the key ideas. Education Consulting and Professional Development Copyright 2011, 95 Percent Group Inc. All rights reserved percent of students reading at grade level... an achievable goal 25 Big Idea #5: Vocabulary Vocabulary Gap Children enter school with different levels of vocabulary. (Hart & Risley, 1995) By the time the children were 3 years old, parents in less economically favored circumstances had said fewer words in their cumulative monthly vocabularies than the children in the most economically advantaged families in the same period of time. Cumulative Vocabulary (Age 4) Children from high SES 1100 words Children from middle SES 700 words Children from low SES 500 words 26 Big Idea #5: Vocabulary What is it? n Vocabulary refers to the words we must know to communicate effectively in listening, speaking, reading, and writing. n The ability to understand words and to use words to understand text., n The ability to use words to express meaning. 27 9

10 Vocabulary What Students Need to Learn The meanings for most of the words in a text so they can understand what they read How to apply a variety of strategies to learn word meanings How to make connections between words and concepts How to accurately use new words in oral and written language 28 Importance of Vocabulary Instruction - Conclusion To close the vocabulary gap, vocabulary acquisition must be accelerated through intentional instruction. Vocabulary instruction must be a focus in all classes in all grades Table Activity On each piece of 11X17 paper Write Each Big Idea Why is this a big Idea? What is the main concept? What do students need to know? 30 10

11 Stay Tuned Coming soon to your community: Webinars on How to Teach the 5 Big Ideas of Reading Nov Phonemic Awareness Jan Phonics - Fluency March Comprehension April - Vocabulary 31 11