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Paraprofessional Literacy Module

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Why do students need to

learn how to read?

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The Friembly BogOne ubom a tmie there was a friembl dobl. His name was jake. Jake belombeb to bavig and bhte. Davib and Beth aar tins. They ae nime yearas dol.

 

On e tome jak went down to the cellar. H was a ducket of soab. The tins wer doing to wash the car. He liked some soap buddles out fo the ducket. When he darked, dig dubbles ca me out of hi s muth!

 

Last sum mre Jak founb a frenb. His frien sqw a tac named freb. They blayde all bay. They nar aroumb and aruombb tye yarb. Jake chased the tac ub te tre. Freb climbed up easily. Jake tribe t and tribe dut ehe slib back bown!

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Task ForceTask ForceCindy O’Riley, Coordinator Arkansas Personnel Development, ADE, SEU

Ann Addison, Paraprofessional, Sheridan School DistrictDonna Alliston, Professional Development Coordinator,AR Dept. of Health and Human

Services,Division of Child Care and Early Childhood EducationMary Calloway, School Improvement Supervisor, ADE

Melanie Crider, Paraprofessional, Clinton School DistrictKaren Massey, Early Childhood Coordinator, SWAEC/EC

Lisa Oden, Instructor, SAU-TechRhonda Saunders, SEA, Early Childhood, ADE, SEU

Debbie White, Teacher, Cabot School DistrictDiane Stockman, Teacher, Cabot School District

Dale Ball, Special Education Supervisor, Newport School DistrictJoyce Sullivan, Special Education Supervisor, Beebe School District

Chenell Loudermill, Speech/Language Pathologist, Little Rock School District Jana Breyer, Paraprofessional, Sheridan School District

Lisa Haley, Coordinator, SIG LiteracyRose Mary Burks, Consultant,SIG Literacy

Susan Friberg, Consultant, SIG Literacy

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PRE-TEST

CIRCLE PRE-TEST

PRINT NAME

COMPLETE TESTSCORE TEST(facilitator)

WRITE SCORE AT THE TOP

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Goals of Literacy Module

Gain an awareness and understanding of Arkansas initiatives and the frameworks.Understand the role of the five essential elements of literacy.Understand how to apply systematic and direct practice to assist students in acquiring literacy skills.Apply instructional techniques and content that will reinforce effective reading instruction.

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Research Findings In Literacy

Five Essential Elements of Reading

Phonemic Awareness

Phonics

Fluency

Comprehension

Vocabulary

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English Language Arts Frameworks

Standards

Oral and Visual Communications

Writing

Reading

Inquiring/Researching

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Arkansas Literacy Initiative

Pre K Ella 3 and 4 year olds

Ella K-1

Elf 2-4

Smart Start K-4Smart Step 5-8 content strategies

Literacy Lab 5-8 English Language Arts

Next Step 9-12 content strategies

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Pre K Ella

Professional development for early childhood educators

Provides a literacy foundation for young children

Standards based as related to the Arkansas Early Childhood Education Frameworks

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ELLA K-1Effective Literacy 2-4

The Reading Process

Phonemic Awareness

Word Study (Spelling/Phonics Development)

Vocabulary

Comprehension

Reading Fluency

Writing Development

Assessment

Flexible Grouping

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Smart Start

A comprehensive plan for student achievement,

that includes:

1. Standards – the frameworks

2. Professional Development

3. Student Assessment

4. Accountability

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Literacy Lab

Strategic Reading with Comprehension

Instruction

Writing Instruction

Vocabulary InstructionWord StudyAssessment

Grades 5-8

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Smart Step/Next Step

Constructive MeaningBuilding ComprehensionInteractive LearningAnalyzing to UnderstandWriting to Learn

Grades 5-12

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Five Essential Elements of Reading

1. Phonemic Awareness

2. Phonics

3. Fluency

4. Vocabulary

5. Comprehension

Rhymes SentencesWords

Syllables Onset

Rimes

Phonemes

“Phonemic Awareness”

Phonological

Awareness

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Components of Phonological Awareness

Rhyming

Identify and producing words that sound the same.

Simple oral activities:

Do these words rhyme?

Tell me a word that rhymes with _

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Components of Phonological Awareness continued

Segmentation

Breaking whole words into individual sounds or

word parts.

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Components of Phonological Awareness continued

Onset and Rime

Onsets and rimes are parts of spoken language that

are smaller than syllables but larger than phonemes.

Onset – initial consonant sound of a syllable

Rime – vowel and all that follows

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Components of Phonological Awareness continued

Isolation/Grapheme Identification

Identification of one phoneme by position in a word,the knowledge of sound symbol correspondence.

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Components of Phonological Awareness continued

Deletion

Manipulation of root words, syllables, and

phonemes in a word.

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Components of Phonological Awareness continued

Substitution

To isolate a phoneme in a word, then

change it to another phoneme forming a

new word

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Components of Phonological Awareness continued

Blending

Combining individual phonemes to formwords.

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Components of Phonological Awareness continued

Decoding

Generalizing knowledge of sound/symbol

correspondences and blending sounds into

unknown words.

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Phonemic Awareness

The ability to notice,

think about, and work

with the individual

sounds (phonemes) in

spoken words.

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The Speech Sounds of English

Handout 1 - Vowel Chart

Video

Moats 2003

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BREAK

10 Minute Break

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Activity 1

Spin the Web

Reinforcement of Phonemic Awareness

Handout 2 – word cards

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Phonics

Phonics is the understanding that there is a

predictable relationship between phonemes,

(sounds of spoken language) and graphemes,

(the letters and spellings that represent those

sounds in written language).

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Phonics Instruction

Teaches students to connect letters or written

language with the individual sounds they make

when spoken.

Teaches students how to use letter-sound

relationships to read or write words.

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Activity 2

Word Wheel

Reinforcement of Phonics

Handout 3 and 3a

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Fluency

The ability to read a sentence, paragraph, or any text accurately andquickly.

Reading with speed, accuracy, andproper expression; not hurried reading.

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Factors Related to Sustaining Fluency and Phrasing

Recognizing and solving words in a quick,automatic way.

Recognizing phrase units.

Being aware of and using punctuation.

Activating and using background knowledge.

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Factors Related to Sustaining Fluency and Phrasing (continued)

Understanding and using the organizational structureof the text.

Using meaning and language structure to monitorreading (making sure reading makes sense and sounds right).

Predicting at the word, phrase, and text level.

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Fluency Instruction

Methods to practice fluency:

 

Adult-Student share reading

Choral/Echo Reading

Taped Reading

Paired Reading

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Activity 3

The Great Depression

Reinforcement of FluencyHandout 4 and 4a

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Sight Words

Words that are read fluently and

automatically at first sight.

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Vocabulary

Understanding what words mean by

themselves and in sentences.

Understanding word meanings to read

with fluency and comprehension.

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Vocabulary Instruction

The act of teaching vocabulary prior to

introducing a passage or text to students.

1. Pre-read selected reading material

2. Consider vocabulary that needs to be

introduced to students

3. Teach vocabulary before student reads text

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Activity 4

Idioms

Reinforcement for VocabularyHandout 5 and 5a

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Comprehension

The Reason for Reading

Understanding what sentences, paragraphs, and stories are trying to tell us.

Making sense of what we hear and read.

Understanding what has been read.

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Strategies in Development of Comprehension

Prediction – asking students to tell what

they think will happen.

Apply background knowledge – asking

students to tell what they know about a

topic.

Retell – asking students to retell in his/her own

words what they have just read.

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Comprehension Instruction

Active Thinking

Students think about what the words mean

and picture them in their minds.

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Activity 5

Reinforcement forComprehension

Handout 6

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What Struggling Readers Need

Targeted Intervention

Explicit instruction

Systematic instruction (in order)

More time on task

More practice

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Assessment System

Screening

DIBELS

DRA

Diagnostic Assessments

Benchmarks

IOWA

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DIBELS Dynamic Indicators of Basic Early Literacy

Skills

DIBELS Measures

Phonemic Segmentation Fluency

Letter Naming Fluency

Nonsense Word Fluency

Word Use Fluency

Oral Reading Fluency

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DRADevelopmental Reading Assessment

Used in K-3 Classrooms

Literature Based Instructional Reading

Program

A set of 20 stories that increase in difficulty

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Diagnostic Assessments

Benchmark Assessment – Arkansascriterion-referenced test of literacy and

math that is aligned to frameworks.

Iowa Test of Basic Skills – Norm – referencedTest of reading comprehension and mathproblem solving.

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Connections

“Good readers rely on background knowledge to help them make sense of text. Ignoring existing prior knowledge puts readers at a great disadvantage. It is vital that students make connections when they read. It’s up to teachers to show them how.” - Chris Tovani from

I Read It, But I Don’t Get It

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Post-Test

CIRCLE POST-TEST

PRINT NAME

COMPLETE TESTSCORE TEST(facilitator)

WRITE SCORE AT THE TOP