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

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Oregon Reading FirstInstitute on Beginning Reading I

Cohort B

Day 2:Five Big Ideas of Reading Instruction

August 24, 2005

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Oregon Reading FirstInstitutes on Beginning Reading

Content developed by:

Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of EducationUniversity of Oregon University of Oregon

Michael D. Coyne, Ph. D. Beth Harn, Ph. DUniversity of Connecticut University of Oregon

Prepared by:

Patrick Kennedy-Paine Katie TateUniversity of Oregon University of Oregon

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Cohort B, IBR 1, Day 2Content Development

Content developed by:

Patricia Travers

Amanda Sanford

Jeanie Mercier Smith

Carol Dissen

WRRFTAC

Additional support:

Deni BasarabaJulia KeplerKatie Tate

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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.

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Introduction

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Goal of the Institute on Beginning Reading (IBR)

Build the capacity, communication, and

commitment to ensure that all children

are readers by Grade 3.

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Why Focus on a Reading Program?

Aligning what we know and what we do to maximize outcomes.

• Unprecedented convergence on skills children need to be successful readers

• Much classroom practice is shaped by reading programs

– Publishers have responded to the research and redesigned programs.

– A program provides continuity across classrooms and grades in approach.

• Many state standards are using research to guide expectations

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Advantages of Implementing a Core Program

Increasing 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

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Programs Implemented With High Fidelity

To optimize program effectiveness:

• Implement the program everyday with fidelity

(i.e., the way it was written)

• Deliver the instruction clearly, consistently, and explicitly

(e.g., model skills and strategies)

• Provide scaffolded support to students

(e.g., give extra support to students who need it)

• Provide opportunities for practice with corrective feedback

(e.g., maximize engagement and individualize feedback)

Programs are only as good as the level of implementation

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Design and Delivery

Features 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

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Essential Instructional Content

1. Phonological Awareness: The ability to hear and manipulate sounds in words.

2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words.

3. Automaticity and Fluency with the Code: The effortless, automatic ability to read words in connected text.

4. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.

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

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Changing Emphasis of Big Ideas

Comprehension

Vocabulary

Automaticity and Fluency

with the Code

Alphabetic Principle

Phonological Awareness

321K

ListeningReading

ListeningReading

MultisyllablesLetter Sounds & Combinations

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Houghton MifflinPhonological Awareness K-1

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Objectives

• To define phonological awareness

• To 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.

• To identify and implement phonological components within daily Houghton Mifflin lessons.

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Phonological Awareness

The ability to hear and manipulate

sounds in words.

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Critical Elements in Phonological Awareness

• The National Reading Panel report (2000) identifies the following elements as essential in Phonological Awareness instruction:

Focus on 1 or 2 types of PA

Teach in small groups

Teach explicitly & systematically

Teach to manipulate sounds with letters

A critical component but not a complete reading program

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Definitions

• Continuous sounds• Stop sounds• Onset-rime• Phoneme• Phoneme Blending• Phoneme Segmentation• Phonemic Awareness• Phonics• Phonological Awareness

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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

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Word Definition or Example

A. 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 ExampleA. 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

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Phonemic Awareness: Research

The 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

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High Priority Skills for Kindergarten

• Students 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.

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Identifying first sound: 25 sounds/minute by middle of kindergarten

Teacher:

Tell me the first sound in the word cat.Student:

/c/Teacher:

Listen: mouse… flower…. which begins with the sound /ffff/?

Student:

flower

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Teacher:

Tell me all the sounds in the word ‘cat’.Student:

/c/ …. /a/… /t/Teacher:

Tell me all the sounds in the word ‘plate’.

Student:

/p/…/l/…/a/…/t/

Segmenting sounds: 35 sounds/minute by end of kindergarten

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High Priority Skills for First Grade

• Students 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

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Phonological Awareness Sequence of Instruction Continuum

Concept of Word—comparison and segmentation

Rhyme—recognition and production

Syllable—blending, segmentation, deletion

Onset/Rime—blending, segmentation

Phoneme—matching, blending, segmentation,

deletion, and manipulation

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ActivityPhonological Awareness:

Sequence of Instruction

• Take 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

Activity: 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?

DebriefPhonological Awareness: Sequence of Instruction

Rhyming 2

Syllables 3

Phonemes 5

Onset/Rime 4

Concept of word 1

Rhyming 2

Syllables 3

Phonemes 5

Onset/Rime 4

Concept of word 1

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Houghton Mifflin Scope and Sequence- Kindergarten

Theme 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 Blending Phonemes


Segmenting Phonemes


Segmenting Phonemes


Phoneme Substitution

Theme 9 Syllables in Spoken Words

Phoneme Substitution

Theme 10 Phoneme Substitution

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Houghton Mifflin Scope and Sequence- 1st Grade



Theme 3 Blending and Segmenting phonemes

Theme 4 Blending and Segmenting phonemes

Theme 5 Segmenting Phonemes: Count Sounds in Words

Theme 6 Segmenting Phonemes: Count Sounds in Words

Theme 7 Substitute Phonemes

Theme 8 Delete and Substitute Phonemes

Theme 9 Delete Phonemes

Theme 10 Substitute Phonemes

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Pattern of Instruction within Houghton Mifflin

In kindergarten, phonological awareness is taught in

Units 1-10: Opening Routines (Daily Routine), 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

Units 1-10: Opening Routines (Daily Routine), Daily Phonemic

Awareness

Day 1 and occasionally Day 2 in Develop Phonemic Awareness

(prelude to Phonics lesson)

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Blending PhonemesKindergarten

Play the weather word game. Give children a clue andthe sounds in a word, and they blend and guess theanswer• 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

K-Theme 6-Page T33

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Blending Phonemes1st Grade

Tell 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• 1st-Theme 1-Page T213

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ActivityTeaching Phonological Awareness

• Pair up with a partner.• Find a lesson that teaches phonological

awareness in your teacher’s edition. • Practice teaching that section of phonological

awareness activities as if you were teaching it to a student

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Objectives

• To define phonological awareness

• To 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.

• To identify and implement phonological components within daily Houghton Mifflin lessons

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Houghton Mifflin Reading

Alphabetic Principle K-3

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Objectives

You will learn:

• To define alphabetic principle

• To become familiar with the research on the alphabetic principle

• To identify the high priority skills of alphabetic principle

• To recognize the pattern of instruction on the alphabetic principle in daily and weekly instruction

• To identify and implement alphabetic principle instruction within daily Houghton Mifflin lessons.

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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)

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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

____Decodable Text

____Irregular Word

____Regular Words

____Decoding

____Phonics

____Explicit and SystematicInstruction

____Blending

Stringing sounds together to make a word.

A word in which all letters represent their most common sounds (e.g., sit, fan, got)

A word in which one or more letters does not represent the most common sound (e.g., was, of) or a word for which the student has not learned the letter-sound correspondence or word type (e.g., CVCe)

Text in which the reader can read the majority of words accurately because the reader has been taught the sounds and word types.

The systematic process of teaching sound-symbol relationships to decode words.

Overtly teaching the steps required for teaching a task within a planned, sequential program of instruction.

using letter-sound relationships and word knowledge to convert printed words into spoken language.

Match the Phrase to the DefinitionDefinitionPhrase

1. Stringing sounds together to make a word.

2. A word in which all letters represent their most common sounds (e.g., sit, fan, got).

3. A word in which one or more letters does not represent the most common sound (e.g., was, of) or a word for which the student has not learned the letter-sound correspondence or word type (e.g., CVCe)

4. Text in which the reader can read the majority of words accurately because the reader has been taught the sounds and word types.

5. The systematic process of teaching sound-symbol relationships to decode words.

6. Overtly teaching the steps required for teaching a task within a planned, sequential program of instruction.

7. using letter-sound relationships and word knowledge to convert printed words into spoken language.

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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)

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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

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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.

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Why Teach Systematic & Explicit Phonics Instruction?

If we teach a child to read:

Then she can read:

10 words 10 words

10 letter-sounds and blending

720 3-sound words

5040 4-sound words

302400 5-sound words

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What Skills Does Alphabetic Principle Include?

.

Regular Word

ReadingReadingin text

IrregularWord

Reading

LetterSound

Correspondences

AdvancedWord & Structural

AnalysisSkills

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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)

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Regular Word Reading Progression

SoundingOut

Saying each individual sound

out loud

Saying WholeWord

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

ReadingReading the word without sounding it

out

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What Alphabetic Skills Does a Student Need to Master to Read This Regular

Word?

• 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

man

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Reviewing 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? _________________________________

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Mapping of Instruction to Achieve Instructional Priorities: Kindergarten

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Mapping of Instruction to Achieve Instructional Priorities: Grade 1

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Let’s look at how Houghton Mifflin teaches Alphabetic principle......

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Alphabetic Principle Instruction

• PA warm up

• Letter/Sound Correspondence

• Blending (Phonics/Decoding Strategy)

• Decodable text

• Dictation

• Word work

• High-Frequency Words

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• PA warm up


• Blending (Phonics/Decoding Strategy)

• Decodable text

• Dictation

• Word work


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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

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Kindergarten Example:Connecting Sounds to Letters

• Kindergarten Theme 6, pT20 (T36)• 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.

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Activity: Connecting Sounds to Letters

• Distribute Alphafriend/Sound Spelling cards to each table and ask participants to work with a partner and discuss the questions found on the sound/spelling card handout

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• PA warm up


• Blending (Phonics/ Decoding Strategy)

• Decodable text

• Dictation

• Word work


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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.

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Two Types of Blending• Sound by sound blending: Each sound is identified and produced

one at a time, then blended together. Example: /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. Example: /mmmmaaaannnnn/- man

Houghton Mifflin begins by teaching continuous blending.Refer to Houghton Mifflin Blending Routine Cards 1-3

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Kindergarten Example:Blending

Kindergarten, Theme 6, Page T139 (T163)Phonics/Decoding StrategyTeacher/Student Modeling Discuss using the Phonics/Decoding strategy to read the words in the story.

Think Aloud

I see the title is the word “Fan.” I can blend /f/ /a/ /n/, to make fan. Point to Fan and read it with me. I think Fan is an ant because I see an ant on the cover. Let’s find out more about Fan the ant.

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Grade 1 Example:Blending

• Grade 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

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Grade 2 Example: Blending

Grade 2, Theme 6, page 397C

Phonics/Decoding Strategy

Connect Sounds to Letters• Remind children that the long i can be spelled igh or

ie. Write high and might on the board. For each word, underline igh, say /i/, and then blend the word. have children say the vowel sound and then blend all letters to say the word. Write tried. Underline the ie and repeat the procedure.

-

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Teaching Students to Read Big Words

1. Blending Two-Syllable WordsEmphasized: Grades 1-2

2. Teaching of Common Affixes

Emphasized: Grades 1-3

3. SyllabicationInstructionEmphasized:

Grades 2-3

Teaching Word Attack Procedures

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Teaching a Word-Attack Procedure

Teacher shows students how to attack big words on their own and prompts use of procedure

whenever students are reading.

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1. Blending Two-Syllable Words

Teacher supports “chunking”by showing syllable breaks

with procedure.Emphasized: Grades 1-2

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Grade 2 Example:Blending Two-Syllable Words

Grade 2, Theme 6, Page 328I (T118)

Longer Words with ign, 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.

fighter driedhighlight friesfrightful replied

• 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.

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2. Teaching of Common Affixes

un-, dis-, re-,-s, -es, -ed, -ing, -ly, -tion

Teacher supports “chunking”by showing students the affixes.

Emphasized: Grades 1-3

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Grade 2 Example:Teaching of Common Affixes

Grade 2, Theme 6, Page 325C (T77)Practice (Phonics: Review)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 completePractice Book page 162. hugged hugging

shopped shoppingfanned fanningtrapped trappingbatted battingknotted knottingknitted knitting

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3. SyllabicationInstruction

Dividing words into syllable patterns and types

(closed, open, vowel team, silent-e, R-controlled, consonant-le)

Emphasized: Grades 2-3See Syllable Division Routine Cards

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Grade 3 Example:Syllable Instruction

Grade 3, Theme 1, Page 91E (89C)

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

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Activity• Partner up with another person in your grade.• Select one of the lessons listed below for your grade.• Find the lesson in your teacher’s edition• Practice teaching part of the lesson to your partner as if you

were presenting the lesson to students. • Provide feedback to one another on the delivery of the lesson:

clarity, easy to follow

Grade Topic: Lessons:

Kinder Letter-sound correspondence

Introducing the Alphafriend: Keely Kangaroo

Theme 6, page T66 (T86)

First Letter-sound correspondence and blending

Connecting Sounds to Letters

Review the Sound/Spelling Card and Blending Routine 1

Theme 6, page T89 (T114)

Second Blending Connecting Sounds to Letters

Blend Short a, i and Longer Words with Short a, i

Theme 1 page 14A (T34Teach Phonics)

Third Structural Analysis Decoding Longer Words

Structural Analysis: VCV Pattern

Theme 6, page 307E (T367C)

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• PA warm up


• Blending (Decoding and Word Reading)

• Decodable text

• Dictation

• Word work


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Definition and Purposeof Decodable Text

Decodable text: 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.

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.

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Reading Decodable Text1. Student engagement with the text is critical!

2. 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.

3. Teacher MUST monitor student response to make sure students are not just parroting students next to them.

4. Students need to have sufficient practice with word reading (blending) tasks prior to reading the decodable text to ensure they are successful.

5. 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.

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Houghton Mifflin Phonics/Decoding Strategy-

Poster A - Grade 1

1. Look at the letters from left to right.

2. Think about the sounds for the letters.

3. Blend the sounds to read the word.

4. Ask yourself: Is it a word I know? Does it

make sense in what I am reading?

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Houghton MifflinPhonics/Decoding Strategy

Poster B - Grade 1

1. Look at the letters from left to right.

2. Think about the sounds for the letters, and

look for word parts you know.




5. If not, ask yourself: What else can I try?

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Phonics/Decoding StrategyGrades 2-6

1. Look carefully at the word.

2. Look for word parts you know and think

about the sounds for the letters.




5. If not, ask yourself: What else can I try?

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ActivityDecodable Text Pattern of Instruction

• There is a pattern of decodable text instruction in Houghton Mifflin Reading and consistent language found whenever decodable text is used. Using the Decodable Test Pattern of Instruction handout as a guide, look through one of the themes that you brought with you and note the consistent language.

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• PA warm up



• Decodable text

• Dictation

• Word work


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Dictation—Definition and Purpose

Definition: 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.

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Houghton Mifflin Dictation and Spelling Instruction Pattern of Instruction

Grade 1Themes 1-2 (Kindergarten Review)

Days 1-3: Spelling and Phonics- practice writing letters and matching letters to sounds using

sound/spelling and picture cards.

Days 4-5: Spelling and Phonics- word work game/activity

Themes 3-10

Day 1: Phonics- Connect Sounds to Spelling and Writing

Spelling- Pretest, Instruction (Teach the Principle), Practice Book

Day 2: Spelling- Review the Principle, word work, high- frequency words

Day 3: Spelling- Word work/game/activity, Practice Book

Day 4: Spelling- Word work/game/activity, Practice Book

Day 5: Spelling- Posttest, high-frequency words

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Kindergarten Example:Dictation

Kindergarten, Theme 6, Page T20 (T37)PenmanshipWriting 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.

PenmanshipRhyme: L

Small l looks like a stick. Just one straight line.

It’s easy and quick.

1

2

1

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Grade 1 Example:Dictation

Grade 1, Theme 1, Page T26 (T36)Connect Sounds to Spelling and Writing (Phonics: Guided Practice/Apply)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.

Practice Book Pages 1-4 (35-37) support this skill

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Grade 2 Example:Dictation

Grade 2, Theme 6, Page 328J (T119)

Connect Sounds to Spelling and Writing (Phonics: Guided Practice/Apply)

Dictate Words with igh, ie Dictate and have children write words such as tight, sign, 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.

88


• PA warm up



• Decodable text

• Dictation

• Word work


89

Word Work Definition and Purpose

Definition: 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.

90

Houghton Mifflin Word Work Pattern of Instruction (`03)

Kindergarten: Days 2-4:PhonicsDay 5:Phonics Spiral ReviewVarious Days: Phonics Center activitiesExamples: Word building, pocket chart activities, games

Grade 1:Themes 1-2 Days 4 and 5: Spelling and Phonics

Themes 3-10Days 2, 3, 4:SpellingDay 4: Phonics ReviewDay 5: Spiral Review

91

Houghton Mifflin Word Work Pattern of Instruction (`05)

Kindergarten: Days 2-4:PhonicsDay 5:Phonics Spiral ReviewVarious Days: Phonics Center activitiesExamples: Word building, pocket chart activities, games

Grade 1:Themes 1-2 Days 1-5: Spelling and PhonicsDay 2: PhonicsDay 4: Phonics Review

Themes 3-10Days 1-5: SpellingDay 1: Phonics Day 4: Phonics Review

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ActivityWord Work Pattern of Instruction

• Look through at least two weeks worth of lessons in any theme available at your table group. Work with a partner to find all of the places where word work is used.

• Hint: For grade 2, they may not all be in the “Word Work” row of instruction on you Daily Lesson Plan.

93


• PA warm up



• Decodable text

• Dictation

• Word work


94

High-Frequency Words

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

• 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.

95

Words in the English Language

• 50% 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. 1966. Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: U.S. Office of Educ.

96

Houghton Mifflin High-Frequency Word Pattern of

InstructionKindergartenSee Daily Lesson Plans Learning to Read band of instruction listed under Opening Routines Word Pattern Board and High-Frequency Word/High-Frequency Word Spiral Review.

Grade 1See 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.

97

Kindergarten Example:High-Frequency Words

Kindergarten, Theme 6, Page T22 (T38)TeachTell 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!

98

Grade 2 Example:High Frequency Words

Grade 2, Theme 6, Page 328K (T120)

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.

heart

mind

alphabet

Word Pattern Board

99

Objectives

You will learn:

• To define alphabetic principle

• To become familiar with the research on the alphabetic principle

• To identify the high priority skills of alphabetic principle

• To recognize the pattern of instruction on the alphabetic principle in daily and weekly instruction

• To identify and implement alphabetic principle instruction within daily Houghton Mifflin lessons.

100

Activity

101


Automaticity and Fluency with the Code 2-3

102

Objectives

You will learn:

• To define fluency instruction and relevant skills

• To become familiar with the research behind fluency instruction

• To identify high priority skills of fluency

• To recognize the pattern of instruction for fluency within Houghton Mifflin

• To identify and implement fluency components within daily Houghton Mifflin lessons

103

Automaticity and Fluency with the Code

The effortless, automatic ability to read words in connected text.

104

• Repeated reading procedures that offer guidance and feedback are effective for improving word recognition, fluency, comprehension, and overall reading achievement through grade 5. ( national Reading panel, 2000)

• 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).

Why Fluency is Important?

105

Fluent readers: Focus their attention on understanding the text Synchronize skills of decoding, vocabulary, and comprehensionRead with speed and accuracyInterpret text and make connections between the ideas in the text

Nonfluent readers:Focus attention on decoding Alter attention to accessing the meaning of individual words Make frequent word reading errorsHave few cognitive resources left to comprehend

What the Research Says About Fluency

106

Frustration: How it Feels to Read Without Fluency

He had never seen dogs fight as these w______ish c___ f______t,

and his first ex________ t______t him an unf________able l______n.

It is true, it was a vi___ ex________, else he would not have lived to

pr___it by it. Curly was the v________. They were camped near the

log store, where she, in her friend__ way, made ad________ to a

husky dog the size of a full-_______ wolf, the_____ not half so large

as ____he. ____ere was no w___ing, only a leap in like a flash, a

met______ clip of teeth, a leap out equal__ swift, and Curly’s face

was ripped open from eye to jaw. It was the wolf manner of

fight_____, to st____ and leap away; but there was more to it than

this. Th____ or forty huskies ran _o the spot and not com_____d

that s______t circle. Buck did not com_______d that s______t

in_____, not the e__ way with which they were licking their chops.

107

Critical Elements in Automaticity & Fluency with the Code

• The National Reading Panel report (2000) identifies the following elements as essential in fluency instruction:

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)

Repeated

Readings

108

High Priority Skills for First Grade

• By the end of grade 1, students will,

• read accurately (one error in twenty words) by the end of the year.

• read fluently one word per 2-3 seconds midyear and one word per

second by the end of the year (40-60 wcpm by the end of the year).

109


110

High Priority Skills for Grade 2

By the end of grade 2, students will:

• Read grade-level connected text fluently (90-100 words per

minute by end of the year).

111


112

High Priority Skills for Grade 3

By the end of grade 3, students will:

• Read grade-level connected text fluently (120 words per minute by

end of the year).

• Increase independent reading to at least 30 minutes a day.

113


114

Pattern of Instruction for Fluency Grade 2 and 3 (HM`03)

• Grade 2: Day 1-5, High Frequency Words, Daily Cumulative Review

• Grades 2: Day 2 and Day 5, Rereading/Revisiting the Text

• Grade 3: Day 5, Building for Fluency/Rereading for Fluency

115

Pattern of Instruction for Fluency Grade 2 and 3 (HM`05)

• Grade 2: Day 1-5, High Frequency Word Review• Grade 2: Day 1-5, Leveled Readers• Grade 2: Day 1 and Day 4, Reading Decodable Texts• Grade 2: Day 2 and Day 5, Rereading/Revisiting the Text• Grade 2: Day 3, Rereading Anthology for Understanding• Grade 2: Day 5, Rereading for Fluency

• Grade 3: Day 5, Building for Fluency/Rereading for Fluency• Grade 3: Day 1-5, Leveled Readers

116

Let’s look at some examples....

117

Fluency Example Grade 2 Theme 1, page 67

• Rereading 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

118

Fluency ExampleGrade 2, Theme 1, page 41J (Day 1-5 in

Daily Routines)• High 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

119

Fluency ExampleGrade 1, Theme 6, page T82 (T26-T27)

• Daily Fluency Building• Children need to read leveled tests fluently before

moving on to higher levels of challenge. Daily fluency Building facilitates the successful application of reading strategies and consolidates skills, allowing children to move toward independence in reading.

• See suggestions for Daily Fluency Building on page T82 (T26-T27)

120

Fluency building should be short-term practice

scheduled frequently within and across days to build

skill to a level of automaticity.

Fluency Building

121

Automaticity and Fluency with the code involves two instructional components:

1. Building automaticity at the sound or word level

2. Building automaticity and fluency within and between sentences

“Fluency may be almost a necessary condition for good comprehension and enjoyable reading experiences.”

(Nathan & Stanovich, 1991)

Two Major Components for Automaticity and Fluency with the Code

122

Guidelines for Selecting Letter-Sounds and Words for Automaticity Instruction

• Select letter-sounds and words based on priority and utility (frequently occurring and used in text reading).

• Select letter-sounds and words (both regular and irregular) students are able to identify accurately. Provide additional accuracy instruction on letter-sounds and words not identified accurately.

• Separate highly similar examples: auditory (b, d) and visual (v, w) on early practice.

• Begin letter-sound instruction with lower case letters and move to upper case letters as students demonstrate fluency.

123

Automaticity Instruction: Lesson Design Considerations

• Include multiple examples of each letter sound/word in the practice set.

• Provide two to three short practice opportunities per day.

• Systematically decrease think time for answering (3 - 2 – 1 second). Students should be able to respond to each letter-sound/word within one second.

• Remove letter-sounds/words students identified accurately and automatically for 2 consecutive weeks.

• Review errors from previous lessons and provide continued practice with sounds/words students find difficult.

124

Letter-Sound/Word AutomaticityExample: The 1 Minute Dash

1. Identify a set of letter-sounds/words students can correctly identify. 2. Include multiple cards of each letter-sound/word in the set. 3. Set a goal (i.e., 30 letter sounds correct). 4. Do a 1-minute small-group practice. Position cards so all can see. 5. Start the stop watch. 6. Present the first letter sound/word card so that all students answer. 7. Provide quick corrective feedback on errors. 8. Continue presenting letters/words adjusting the pace of presentation systematically. 9. Letter-sounds/words correctly identified go in one pile. Place errors in a second pile. 10. At the end of 1 minute, tally the number of letter sounds/words correct. 11. Review errors and repeat activity for 1 more minute.

125

Word Reading Automaticity Examples

1. 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.

126

the a to you he

a he you to the

to you he the a

you the a he you

he to the a he

Word Reading Example: 5 x 5 Grid

(Modification of Region XIII Texas Educational Service Center)

127

Determining Readiness for Connected Text Fluency Instruction

Students are ready to practice developing fluency in connected text when they can:

• rapidly identify letter-sounds, regular words, irregular words, and read sentences.

• accurately read instructional level connected text.

• correctly read 30-40 words in one minute.

128

Selecting Text to Develop Fluency

• Select instructional (95% accuracy) level text.

• Select text in which there is overlap in words

(i.e., words show up multiple times).

129

Levels of Challenge

• Independent reading level: 97%

• Instructional level: 94-97%

• Frustration level: 93% or lower

For fluency building, materials should be at

instructional level or above.

(Modified from Hasbrouck 1998)

130

Grade Percentile Fall WCPM Winter WCPM Spring WCPM

1

90

75

50

25

10

81

47

23

12

6

111

82

53

28

15

2

90

75

50

25

10

106

79

51

25

11

125

100

72

42

18

142

117

89

61

31

3

90

75

50

25

10

128

99

71

44

21

146

120

920

62

36

162

137

107

78

48

National ORF Rates by Grade Level

Tindal and Hasbrouck, 2004

131

Number ofWords per WeekMinimum MaximumStudentsImprovementProgressProgressGrade 1192.10.354.97Grade 2251.46.714.00Grade 3141.08.432.43Grade 416.84.471.41Grade 520.49.041.12Grade 623.32-.22.97

Oral Reading Fluency Weekly Progress Data

Fuchs, Fuchs, Hamlett, Walz, & Germann (1993).

ORF Growth Rates

132

Connected Text Fluency Instructional StrategyIndividual Strategy: Repeated Reading

For individual students needing to increase reading fluency use the following steps:

1. Identify short reading passages (approx. 150 words) students can read with >95% accuracy

2. Have student read for 1-minute as quickly and accurately as possible and determine words correct per minute (cold reading)

3. Identify and mark a target rate approximately 30% faster than cold reading

4. Have student independently reread passage with timer until they obtain target rate

5. Teacher repeats step 2 to determine if goal was determined6. Graph progress

(Adapted from Howell & Nolet, 2001)

133

Example of Repeated Reading Steps

• Identify 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

134

Activity

• Partner Up!

• Answer the questions found on the Developing Fluency Discussion handout. Be prepared to share your answers with the group.

135

Objectives

You will learn:

• To define fluency instruction and relevant skills

• To become familiar with the research behind fluency instruction

• To identify high priority skills of fluency

• To recognize the pattern of instruction for fluency within Houghton Mifflin

• To identify and implement fluency components within daily Houghton Mifflin lessons

136


Vocabulary K-3

137

ObjectivesYou will learn:

• To define vocabulary instruction and relevant skills

• To become familiar with the research behind vocabulary instruction

• To identify high priority skills of vocabulary

• To recognize the pattern of instruction for vocabulary within Houghton Mifflin

• To become familiar with the two types of vocabulary instruction within Houghton Mifflin

• To identify and implement vocabulary components within daily Houghton Mifflin lessons

138

Vocabulary Development

The ability to understand (receptive) and

use (expressive) words to acquire and

convey meaning.

139

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.

140

Critical Elements in Vocabulary Knowledge

• The National Reading Panel report (2000) identifies the following elements as essential in vocabulary instruction:

Assessment

should match

instruction.

Promise of computer

technology

Multiple Methods

Direct & Indirect

Repetition & Multiple Exposures to Words In Varied Contexts

Preinstruction can have

significant effects on

learning.

141

The Vocabulary Gap

• Children who enter with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge (Baker, Simmons, & Kame’enui, 1997)

• The number of words students learn varies greatly.

2 vs. 8 words per day

750 vs. 3000 per year

142

Meaningful Differences

Words 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

Hart & Risley 1995, 2002

143

Importance of Independent Reading

Research 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

144

Percentile Rank

Minutes Per Day Words Read Per Year

Books Text 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 0 0 0 8,000

Variation in the Amount of Independent Reading

R.C. Anderson, 1992

145

High Priority Skills for Kindergarten

By 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

146


147

High Priority Skills for Grade 1, 2 and 3

By 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.

148


149


150


151

Pattern of Instruction for Vocabulary: Kindergarten (`03 & `05)

In Kindergarten, vocabulary is taught in:

Learning to Read• Day 2, High-Frequency Word Lesson• Day 5, High-Frequency Word Spiral ReviewWord Work• Day 1, High-Frequency Word Practice• Day 2, High-Frequency Word PracticeWriting and Language• Day 1, Oral Language• Day 2, Vocabulary Expansion

152

Pattern of Instruction for Vocabulary: First Grade (`03)

In First Grade, vocabulary is taught in:

Learning to Read

• Day 2, High-Frequency Words Instruction

• Day 3, Story Vocabulary

• Day 5, High-Frequency Word Spiral Review

Word Work

• Day 2, High-Frequency Words

• Day 3 & 4, Vocabulary

• Day 5, High-Frequency Words

Writing and Language

• Day 1, Oral Language

153

Pattern of Instruction for Vocabulary: First Grade (`05)

In First Grade, vocabulary is taught in:

Learning to Read• Day 1-5, Daily Routines: High-Frequency Words• Day 2, High-Frequency Words Instruction• Day 3, Story Vocabulary• Day 5, High-Frequency Word Spiral ReviewWord Work• Day 1, Spelling Pattern Words• Day 2, High-Frequency Words• Day 3 & 4, Vocabulary• Day 5, High-Frequency Words

154

Pattern of Instruction for Vocabulary:Second Grade (`03)

In Second Grade, vocabulary is taught in:

Reading• Day 2, Reading the Selection• Day 2, Key VocabularyWord Work• Day 2, Decoding Longer Words (sometimes works on affixes)• Day 3, Spelling• Day 4, Vocabulary Instruction• Day 4, Reteach Decoding Longer Words (sometimes works on

affixes)• Day 5, Vocabulary Expansion

155

Pattern of Instruction for Vocabulary:Second Grade (`05)

In Second Grade, vocabulary is taught in:

Reading• Day 2, Reading the Selection• Day 2, Key VocabularyWord Work• Day 1-5, High-Frequency Words• Day 1-5, Daily Routines, Vocabulary• Day 1, Decoding Longer Words (sometimes works on affixes)• Day 3, Spelling, Vocabulary Connection• Day 4, Reteach Decoding Longer Words (sometimes works on affixes)

156

Pattern of Instruction for Vocabulary:Third Grade (`03)

In Third Grade, vocabulary is taught in:

Reading• Day 1, Key Vocabulary• Day 1, Reading Segment 1Word Work• Day 2, Reading Segment 2• Day 2, Decoding Longer Words (sometimes works on affixes)• Day 3, Spelling• Day 4, Vocabulary Skill Instruction• Day 4, Reteach Structural Analysis (sometimes works on affixes)• Day 5, Vocabulary Expansion

157

Pattern of Instruction for Vocabulary:Third Grade (`05)

In Third Grade, vocabulary is taught in:

Reading• Day 1, Key Vocabulary• Day 1-2, Reading SelectionWord Work• Day 1-5, Vocabulary Skill Instruction• Day 2, Decoding Longer Words (sometimes works on affixes)• Day 3, Spelling, Vocabulary Connection• Day 4, Reteach Structural Analysis (sometimes works on affixes)• Day 5, Vocabulary ExpansionMonitoring Student Progress• Day 1-5, Structural Analysis Skills Review• Day 1-5, Vocabulary Skills Review

158

Activity • Partner up!

• Using the Vocabulary Pattern of Instruction handout, follow along as the presenter identifies the lesson or activities that address vocabulary within the Daily Lesson Plan for Day 2

• Then, with your partner, identify the lessons or activities that address vocabulary within the Daily Lesson Plan for Days 1, 3, 5. Be prepared to share specific lesson examples.

– Kindergarten, Theme 6, Week 1

– First Grade, Theme 6, Week 1

159

Activity • Partner up!

• Using the Vocabulary Pattern of Instruction handout, follow along as the presenter identifies the lesson or activities that address vocabulary within the Daily Lesson Plan for Day 2

• Then, with your partner, identify the lessons or activities that address vocabulary within the Daily Lesson Plan for Days 1, 3, 5. Be prepared to share specific lesson examples.

– Second Grade, Theme 1, Week 1 – Third Grade, Theme 1, Week 1

160

Two Types of Vocabulary Instruction

Specific word instruction

Word-learning

strategy instruction

161

Specific word instructionIntentional vocabulary instruction in specific concepts and word meanings

162

Critical Features of Specific Word Instruction

• Multiple exposures

• Use synonyms and antonyms

• Make up a novel sentence

• Classify with other words

• Direct definitions

• Relate the definition to one's own

experiences

• Multiple exposures

• Use synonyms and antonyms

• Make up a novel sentence

• Classify with other words

• Direct definitions

• Relate the definition to one's own

experiences

163

Steps in Explicit Strategy Instruction

• Direct explanation

• Modeling

• Guided practice

• Feedback

• Application


• Modeling

• Guided practice

• Feedback

• Application

Dickson, Collins, Simmons, and Kame’enui, 1998

164

ActivityCritical Features of Teaching Specific Words

• Pair up with a partner.

• Read the sentences on the Critical Features and together work to match each type of specific word instruction to its correct category below.

• Hint: Some sentences are examples of more that one critical feature of specific word instruction. The first one has been done for you.

165

Kindergarten Example:Specific Word Instruction

Vocabulary: Kindergarten Theme 1, Week 2, Page T57 (T77)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.”

166

•“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.

Kindergarten Example:Specific Word Instruction (continued)

167

Grade 1 Example:Specific Word Instruction

Vocabulary: Grade 1, Theme 1, Week 1, Page T54 (T66)Names for AnimalsReread page 15 of I am Six, point to each word as you read. Askchildren 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.

168

Grade 2 Example:Specific Word Instruction

Vocabulary: Grade 2, Theme 1, Selection 2, page 79I (T148)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.

169

•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 1-14. 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.

Grade 2 Example:Specific Word Instruction (continued)

170

ActivitySpecific Word Instruction

in Houghton Mifflin ReadingGrades K and 1

• Work with your table group and practice the specific word instruction found in Theme 6 p. 123 (T146) for kindergarten and Theme 6 p. 108 (T127) for grade 1.

171

ActivitySpecific Word Instruction

in Houghton Mifflin ReadingGrades 2 and 3

• Work with your table group and practice the specific word instruction found in Theme 1 p. 80 (T189) for grade 2 and Theme 1 p. 92K (91) for grade 3.

172

Word-learning strategy instruction

Strategies to help students

determine the meaning of

unfamiliar words on their own.

173

Word-Learning StrategiesCommonly Taught

1. dictionaries and other

reference aids

2. word parts

3. context clues

1. dictionaries and other

reference aids

2. word parts

3. context clues

174



• Modeling

• Guided practice

• Feedback

• Application


• Modeling

• Guided practice

• Feedback

• Application


175

Grade 3 Example:Word-Learning Strategy Instruction

Developing Key vocabulary: Grade 3, Theme 1, Week 1, Page 17A (Theme 1, Selection 3, p. 91)

• Use Transparency 1-1 (1-21) 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 Strategywhen 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.

176

• Work with your table group and practice the word learning strategy instruction found in Theme 1, p. 111I (T216) for grade 2 and Theme 1, p.93A (17) for grade 3.

177

Objectives

You will learn:

• To define vocabulary instruction and relevant skills

• To become familiar with the research behind vocabulary instruction

• To identify high priority skills of vocabulary

• To recognize the pattern of instruction for vocabulary within Houghton Mifflin

• To become familiar with the two types of vocabulary instruction within Houghton Mifflin

• To identify and implement vocabulary components within daily Houghton Mifflin lessons

178


Comprehension K-3

179

Objectives

You will learn:

• To define comprehension and relevant skills.

• To become familiar with the research on comprehension

• To identify high priority skills of comprehension.

• To recognize the pattern of instruction for comprehension within

Houghton Mifflin.

• To identify and implement comprehension components within daily

Houghton Mifflin lessons.

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Comprehension

The complex cognitive process involving the

intentional interaction between reader and text

to extract meaning.

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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 http://reading.uoregon.edu/comp/comp_why.php

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Critical Elements in Comprehension of Text

• The National Reading Panel report (2000) identifies the following elements as essential in comprehension instruction:

Teaching students

to become strategic

takes time.

Active involvement of

studentsTeaching rather than mentioning or assessing

Seven categories of strategies provide

evidence of efficacy.

Multiple opposed

to a single strategy

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Factors that Impact Reading Comprehension

Reader Based Factors

• Phonemic awareness • Alphabetic

understanding • Fluency with the code • Vocabulary knowledge • Prior knowledge • Engagement and

interest

Reader 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

Text Based Factors

• Narrative vs.

expository • Genre considerations • Quality of text• Density and difficulty of

concepts

Big Ideas in Beginning Reading, Univ. of Oregon http://reading.uoregon.edu/comp/comp_why.php

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Causes of Reading Comprehension Failure

• Inadequate 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

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Reviewing 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? ______________________________________________

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Pattern of Instruction for Comprehension:Kindergarten (`03)

In Kindergarten, comprehension is taught in:

• Day 1, Teacher Read Aloud: Strategy, Comprehension• Day 2, Reading the Big Book: Strategy, Comprehension• Day 3, Reading the Big Book: Strategy, Comprehension,

Practice Book• Day 4, Reading the Big Book Science and Social Studies

Link: Strategy, Comprehension• Day 5, Revisiting the Literature: Comprehension

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Pattern of Instruction for Comprehension:Kindergarten (`05)

In Kindergarten, comprehension is taught in:

• Day 1, Teacher Read Aloud: Strategy & Skill, Comprehension• Day 2, Reading the Big Book: Strategy & Skill, Comprehension• Day 3, Reading the Big Book: Strategy & Skill, Comprehension,

Practice Book• Day 4, Reading the Big Book Science and Social Studies Link:

Strategy, Comprehension• Day 5, Revisiting the Literature: Comprehension Skill

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Pattern of Instruction for Comprehension:First Grade (`03)

In First Grade, comprehension is taught in:

• Day 1, Teacher Read Aloud

• Day 2, Rereading the Read Aloud

• Day 3, Strategy/Skill Preview

• Day 3, Reading the Anthology: Comprehension/Critical Thinking, Strategy Focus, Responding, Practice Book

• Day 3, Comprehension Skill Instruction, Practice Book

• Day 5, Revisiting the Literature: Comprehension Skill Instruction

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Pattern of Instruction for Comprehension:First Grade (`05)

In First Grade, comprehension is taught in:

• Day 1, Teacher Read Aloud

• Day 2, Reading the Selection, Comprehension Skill & Strategy

• Day 3, Comprehension/Critical Thinking, Responding, Practice Book

• Day 3, Comprehension Skill Instruction, Practice Book

• Day 4, Science and Social Studies Link

• Day 5, Revisiting the Literature: Comprehension Skill Instruction

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Pattern of Instruction for Comprehension:Second Grade (`03)

In Second Grade, comprehension is taught in:

• Day 1, Teacher Read Aloud• Day 2, Strategy/Skill Preview, Reading the Selection• Day 2, Responding: Comprehension Questions, Practice

Book• Day 2, Rereading/Revisiting the Text• Day 3, Comprehension Skill Instruction, Practice Book• Day 5, Comprehension Review Skill Instruction,

Comprehension Skill Reteaching

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Pattern of Instruction for Comprehension:Second Grade (`05)

In Second Grade, comprehension is taught in:

• Day 1, Teacher Read Aloud, Listening Comprehension• Day 2, Comprehension Strategy/Skill Preview, Reading

the Selection• Day 3, Responding: Comprehension Questions, Practice

Book• Day 3, Rereading/Revisiting the Text• Day 3, Comprehension Skill Instruction, Practice Book• Day 4, Social Studies and Science Link• Day 5, Comprehension Review Skill Instruction,

Comprehension Skill Reteaching

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Pattern of Instruction for Comprehension:Third Grade (`03)

In Third Grade, comprehension is taught in:

• Day 1, Teacher Read Aloud, Strategy/Skill Preview, Practice Book

• Day 1, Reading Segment 1: Supporting Comprehension, Strategy Focus

• Day 2, Reading Segment 2: Supporting Comprehension, Strategy Focus

• Day 2, Responding: Comprehension Questions, Practice Book

• Day 2, Rereading/Revisiting the Text

• Day 3, Comprehension Skill Instruction

• Day 4, Comprehension Skill Instruction

• Day 5, Comprehension Review Skill Instruction

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In Third Grade, comprehension is taught in:

• Day 1, Teacher Read Aloud, Comprehension Strategy and Skill Instruction, Practice Book

• Day 1, Reading the Selection: Guiding Comprehension, Critical Thinking• Day 2, Reading the Selection: Guiding Comprehension, Critical Thinking• Day 2, Responding: Comprehension Questions, Practice Book• Day 2, Comprehension Skill Preview• Day 3, Rereading the Selection for Comprehension• Day 3, Comprehension Skill Instruction• Day 4, Comprehension Skill Review• Day 4, Reading the Science or Social Studies Link• Day 5, Comprehension Skill Review

Pattern of Instruction for Comprehension:Third Grade (`05)

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Activity

• Partner up!

• Using the Comprehension Pattern of Instruction handout, follow along as the presenter identifies the lessons or activities that address comprehension within the Daily Lesson Plan for Days 1-2

• Then, with your partner, identify the lessons or activities that address comprehension within the Daily Lesson Plan for Days 3-5. Be prepared to share specific lesson examples.

– Kindergarten, Theme 6, Week 1

– First Grade, Theme 6, Week 1

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Activity

• Partner up!

• Using the Comprehension Pattern of Instruction handout, follow along as the presenter identifies the lesson or activities that address comprehension within the Daily Lesson Plan for Days 1-2

• Then, with your partner, identify the lessons or activities that address comprehension within the Daily Lesson Plan for Days 3-5. Be prepared to share specific lesson examples.

– Second Grade, Grade 2, Theme 1, Week 1

– Third Grade, Grade 3, Theme 1, Week 1

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Comprehension Strategy and Skill Instruction

First Reading: Strategy teaching

Second Reading (and other): Skill instruction

Strategies – conscious decisions to use strategy during reading.

Skill – unconscious use during reading.

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Comprehension Strategy Use for Proficient Readers Relies on...

• An awareness and understanding of one's own cognitive processes

• Recognition of when one doesn't understand

• Coordination and shifting the use of strategies

as needed

Big Ideas in Beginning Reading, University of Oregon

http://reading.uoregon.edu/comp/comp_why.php

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Houghton Mifflin Reading Strategies

• Predict/Infer

• Question

• Monitor/Clarify

• Summarize

• Evaluate

• Phonics/Decoding

• Predict/Infer

• Question

• Monitor/Clarify

• Summarize

• Evaluate

• Phonics/Decoding

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• Modeling

• Guided practice

• Feedback

• Application


• Modeling

• Guided practice

• Feedback

• Application


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Let’s look at some examples........

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Kindergarten ExampleStrategy Focus: Summarize

• Kindergarten Theme 6, Page T83 (T103)

• 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?

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Grade 1 ExampleStrategy Focus: Question

• Grade 1, Theme 6, page T109 (T128)• 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 dies.• Teacher Modeling Model how to ask questions about the story.• Think aloud• I see from the picture on page 165 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 166-167 and ask their own questions about the animals. tell children to also use their other reading strategies as they read.

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Grade 2 ExampleStrategy Focus: Monitor/Clarify

• Grade 2 Theme 1, Page 50 (T122)• 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 (T123)

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Grade 3 ExampleStrategy Focus: Predict/Infer

• Grade 3 Theme 1, Page 98 (18)• Teacher-Student Modeling: Discuss clues on page 99 (19)

that can help students predict what lies ahead on the hike.• Have someone read aloud the final sentence on page 99 (19),

and ask what predictions students can make. Point out that bears roar too. Ask students to explain why that prediction is unlikely.

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Activity K and 1st

• Think Aloud/Modeling

• Work with a group of three to practice just the teacher modeling and think aloud portions of your Houghton Mifflin Reading instruction. Grade K teachers should use Theme 6 p. T116 (T140) and grade 1 teachers should use Theme 6 p. T109 (T128). One person in your group should act as the teacher, one as a student, and one as a coach. Take turns performing each role.

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Activity 2nd and 3rd

• Think Aloud/Modeling

• Work with a group of three to practice just the teacher modeling and think aloud portions of your Houghton Mifflin Reading instruction. Grade 2 teachers should use Theme 4 p. 17 (T46) or p. 89 (T202) and grade 3 teachers should use Theme 1 p. 17B (92). One person in your group should act as the teacher, one as a student, and one as a coach. Take turns performing each role.

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Objectives

You will learn:

• To define comprehension and relevant skills.

• To become familiar with the research on comprehension

• To identify high priority skills of comprehension.

• To recognize the pattern of instruction for comprehension within

Houghton Mifflin.

• To identify and implement comprehension components within daily

Houghton Mifflin lessons.

Documents

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