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LESIG – Laying the Foundation for Success in Reading.
Foundational Literacy Foundational Literacy Competencies through Competencies through
Authentic Language Authentic Language ExperiencesExperiences
Timothy Rasinski, Ph.D.Timothy Rasinski, Ph.D.
Kent State UniversityKent State University
[email protected]@kent.edu
Common Core StandardsCommon Core StandardsLiteracyLiteracy
Anchor StandardsAnchor StandardsKey Ideas and Details: Explicit Details Key Ideas and Details: Explicit Details and Logical Inferencesand Logical InferencesCraft and Structure: Interpret Words Craft and Structure: Interpret Words and Phrases, including figurative langand Phrases, including figurative langIntegration and Evaluation of Integration and Evaluation of Knowledge and IdeasKnowledge and IdeasRange of Reading and Level of Text Range of Reading and Level of Text Complexity: Informational and LiteraryComplexity: Informational and Literary
Common Core StandardsCommon Core StandardsLiteracyLiteracy
Foundational StandardsFoundational Standards
Common Core StandardsCommon Core StandardsLiteracyLiteracy
Foundational StandardsFoundational StandardsPhonological AwarenessPhonological AwarenessPrint ConceptsPrint ConceptsPhonics and Word Recognition:Phonics and Word Recognition:
– Syllable and Morphological PatternsSyllable and Morphological PatternsReading Fluency:Reading Fluency:
– Automaticity (rate) and ExpressionAutomaticity (rate) and Expression
A Model of ReadingA Model of ReadingComprehensionComprehension !!
FluencyFluency
READING SUCCESS REQUIRESREADING SUCCESS REQUIRES
A SOLID FOUNDATIONA SOLID FOUNDATION
Phonics - VocabularyPhonics - Vocabulary
How do We As Adults Improve How do We As Adults Improve our Word Knowledge?our Word Knowledge?
ListeningListening ViewingViewing ReadingReading
How do We As Adults Improve How do We As Adults Improve our Word Knowledge?our Word Knowledge?
ListeningListening ViewingViewing ReadingReading GamingGaming
How do We As Adults Improve How do We As Adults Improve our Word Knowledge?our Word Knowledge?
Word LaddersWord Ladders
Short VowelsShort Vowels
DogDog
DogDog
DotDot
DogDog
DotDot
PotPot
DogDog
DotDot
PotPot
CotCot
DogDog
DotDot
PotPot
CotCot
HotHot
DogDog
DotDot
PotPot
CotCot
HotHot
HatHat
DogDog
DotDot
PotPot
CotCot
HotHot
HatHat
CatCat
DogDog
DotDot
PotPot
CotCot
HotHot
HatHat
CatCat
Another Word LadderAnother Word Ladder
SaintSaint
PaintPaint
PintPint
PinPin
SinSin
SipSip
LipLip
LispLisp
ListList
LostLost
LossLoss
LoisLois
LouisLouis
SaintSaint
LouisLouis
What are Some of First Textual What are Some of First Textual Words We Hear and Learn in Words We Hear and Learn in
Our Human Language Our Human Language Experience?Experience?
What are Some of First Textual What are Some of First Textual Words We Hear and Learn in Words We Hear and Learn in
Our Human Language Our Human Language Experience?Experience?
Rhythmical Texts - Nursery Rhythmical Texts - Nursery Rhymes, Poems, and SongsRhymes, Poems, and Songs
A Teaching SongA Teaching Song
Inch by inch, row by rowInch by inch, row by row
Gonna make this garden growGonna make this garden grow
Gonna mulch it deep and lowGonna mulch it deep and low
Gonna make it fertile groundGonna make it fertile ground
Inch by inch, row by rowInch by inch, row by row
Please bless these seeds I sowPlease bless these seeds I sow
Please keep them safe belowPlease keep them safe below
‘‘Till the rain comes tumbling downTill the rain comes tumbling down
Slug by slug, weed by weedSlug by slug, weed by weedBoy this garden's got me teedBoy this garden's got me teedAll the insects come to feedAll the insects come to feedOn my tomato plantsOn my tomato plantsSunburnt face, skinned up kneesSunburnt face, skinned up kneesThe kitchen's choked with zucchinisThe kitchen's choked with zucchinisI'm shopping at the A&P'sI'm shopping at the A&P'sNext time I get the chanceNext time I get the chance
Why Sing and Recite Why Sing and Recite Poetry?Poetry?
ItIt’’s Culturals Cultural
ItIt’’s Culturals Cultural
When Louie came home to the flatWhen Louie came home to the flat
He took off his coat and his hatHe took off his coat and his hat
He looked all around He looked all around
But no wifey he foundBut no wifey he found
So he said where can Flossie be at?So he said where can Flossie be at?
ItIt’’s Culturals Cultural
A note on the table he spied, He read it just once, then he cried. It ran, "Louis dear, it's too slow for me here, So I think I will go for a ride."
ItIt’’s Culturals Cultural
"Meet me in St. Louis, Louis, Meet me at the fair, Don't tell me the lights are shining any place but there; We will dance the Hoochee Koochee, I will be your tootsie wootsie, If you will meet in St. Louis, Louis, Meet me at the fair."
ItIt’’s Aesthetics Aesthetic
ItIt’’s Aesthetics Aesthetic
If Anesthetic means NO feelingsIf Anesthetic means NO feelings
ItIt’’s Aesthetics Aesthetic
If Anesthetic means NO feelingsIf Anesthetic means NO feelings
Aesthetic must mean Aesthetic must mean feelings!feelings!
Rhythmical LanguageRhythmical LanguagePoetry and SongPoetry and Song
Aesthetic Responses to Repetition in Unfamiliar Music
Elizabeth Hellmuth Margulis A1 University of Arkansas, Fayetteville
Abstract: Listeners who lacked special expertise in contemporary art music were presented with 1-minute excerpts of music by Luciano Berio and Elliott Carter in either their original, unaltered versions or in modified versions such that segments within the excerpt repeated immediately or after a delay. They were asked to rate each excerpt's enjoyability, interest, and artistry on 7-point Likert-like scales. Listeners rated Listeners rated the excerpts in both repetition conditions as more the excerpts in both repetition conditions as more enjoyable, interesting, and artistic than the original, enjoyable, interesting, and artistic than the original, unaltered versions, suggesting that repetitiveness is an unaltered versions, suggesting that repetitiveness is an important factor in aesthetic responsesimportant factor in aesthetic responses to unfamiliar styles.
But Most of All Rhythmical But Most of All Rhythmical Texts are…Texts are…
Reading!Reading!
What Features are Embedded What Features are Embedded in Song, Poetry, and Rhythmical in Song, Poetry, and Rhythmical
Texts that are Conducive to Texts that are Conducive to Reading Success?Reading Success?
Rhythmical texts are short. Rhythmical texts are short. The brevity and rhythm make The brevity and rhythm make them easy to master (and them easy to master (and memorize).memorize).
Rhythmical texts contain Rhythmical texts contain word families (rimes, word families (rimes, phonograms)- essential for phonograms)- essential for phonicsphonics
Rhythmical texts are read Rhythmical texts are read with others – assisted with others – assisted readingreading
Rhythmical texts are Rhythmical texts are repeatedly read and repeatedly read and rehearsed (repeated/close rehearsed (repeated/close reading)reading)
Rhythmical texts have Rhythmical texts have embedded in them rhythm, embedded in them rhythm, rhyme, and melody – rhyme, and melody – expression – A major part of expression – A major part of fluencyfluency
Rhythmical texts have Rhythmical texts have distinct structures that allow distinct structures that allow students to create their own students to create their own texts based on rhythmical texts based on rhythmical text patterns they have read, text patterns they have read, reread, and enjoyed. reread, and enjoyed.
So Louis decided to goHe couldn’t live without his beau Flo.He took the next train, he was going
insaneFor the train it was going too slow.
So he jumped off the train and he ranAlthough he didn’t have much of a plan
He loved Flossie dear, he just had to be near
Her to be her number one man.
II’’ll Take Manhattan!ll Take Manhattan!
We'll have Manhattan, the Bronx and We'll have Manhattan, the Bronx and Staten Island too. It's lovely going Staten Island too. It's lovely going through the zoo. It's very fancy on through the zoo. It's very fancy on old Delancey Street, you know. The old Delancey Street, you know. The subway charms us so when balmy subway charms us so when balmy breezes blow to and fro. breezes blow to and fro.
\\From:From: Rebecca I Rebecca I
Sent:Sent: Tuesday, April 12, 2011 11:04 PM Tuesday, April 12, 2011 11:04 PM
To:To: RASINSKI, TIMOTHY RASINSKI, TIMOTHY
Subject:Subject: Singing and Fluency Singing and Fluency
Hi Dr. Rasinski, Hi Dr. Rasinski,
Over the summer and again in October you spoke at Teachers College Over the summer and again in October you spoke at Teachers College
about the power of singingabout the power of singing. . I challenged myself in October to begin I challenged myself in October to begin singing with my students and they have been singing ever singing with my students and they have been singing ever since.since. … … I have never seen so much progress in reading. I have never seen so much progress in reading. Everyone of my first graders is reading on grade level (or Everyone of my first graders is reading on grade level (or higher) and they love to singhigher) and they love to sing.. Reader's Theater has also made a difference. Reader's Theater has also made a difference. You have changed the You have changed the
way I teach. My students enter my classroom most mornings with their way I teach. My students enter my classroom most mornings with their
current song playing. They hum or sing throughout the day.current song playing. They hum or sing throughout the day.
I am so proud of these joyful learners.I am so proud of these joyful learners.
Thank you again,Thank you again,
Becky IBecky I
South Street School South Street School
Danbury, CTDanbury, CT
We Need More Poetry!
A Model of ReadingA Model of ReadingComprehensionComprehension !!
FluencyFluency
READING SUCCESS REQUIRESREADING SUCCESS REQUIRES
A SOLID FOUNDATIONA SOLID FOUNDATION
Phonics - VocabularyPhonics - Vocabulary
Reading Success Requires a Reading Success Requires a Strong Foundation – Strong Foundation –
Reading Success Requires a Reading Success Requires a Strong Foundation – Strong Foundation –
A Foundation Developed through A Foundation Developed through Authentic and Engaging Literary Authentic and Engaging Literary Experiences . Experiences .
Timothy Rasinski, Ph.D.Timothy Rasinski, Ph.D. [email protected] 330-672-0649330-672-0649
For more on reading fluency see:For more on reading fluency see:
Rasinski, T. (2010). Rasinski, T. (2010). The Fluent ReaderThe Fluent Reader (2 (2ndnd edition). New edition). New York: York: Scholastic.Scholastic.