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Quadrant 3 Beginnings in other words
How do we get started?
August 2009Shannon Harkin, AEA
Lisa Msuya Indianola Middle School
Simple Observation• Teaching reading is important• Learning to read is extremely complex • What it takes to teach reading effectively is
grossly underestimated• Reality: We have a solid and converging
knowledge base about what works• We know the skills that enable successful
readers. We know the skills that can be taught.
• Generalization of reading skills should not be left to chance. We must teach generalization.
Five Essential Components in Reading
1. Phonemic Awareness - the ability to hear and manipulate sounds in spoken words2. Alphabetic Principle (phonics) - the ability
to associate sounds with letters and to use those sounds to read and spell words
3. Accurate and Fluent (effortless) Reading of Connected Text- “accurate reading at a minimal rate with appropriate prosodic features (expression) and deep understanding”- (Hudson, Mercer, and Lane, 2000)
Five Essential Components in Reading
4. Vocabulary Development - the ability to understand and use words to acquire and convey meaning
5. Comprehension - the complex cognitive process involving the intentional interaction between
reader and text to extract meaning.
IDM CYCLES: Core, Supplemental, Intensive
IDM CYCLES: Core, Supplemental, Intensive
IDM Cycles• Curriculum• Instruction• Assessments
Core
Supplemental
Intensive
Complex Alphabetic CodeLanguage Develops Naturally but Reading Must be Taught
»All humans have a biological predisposition to develop oral language
»However, our alphabetic reading and writing system is a human invention
»Many children will not learn this complex system without explicit instruction
Instruction or Practice?The $64, 000 Question
The fact of the matter is that students with serious reading difficulties will need
extensive opportunities for bothinstruction and practice. The question is not which one, but what to teach, what to
practice and how to manage it. -Wendy Robinson
The Research
• Letter-sound knowledge is a prerequisite to effective word identification. 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)
Group 3 Group 1:
Accurate and Fluent
Group 2:
Accurate but Slow Rate
Group 3:
Inaccurate and Slow Rate
Group 4:
Inaccurate but High Rate
Sight WordNeeds
3B
Basic Decoding Needs 3M
Multi-syllabic
Decoding Needs 3P
Explicit Instruction
• Direct explanation. The teacher’s language is concise, specific, and related to the objective.
• A visible instructional approach which includes a high level of teacher/student interaction.
• The actions of the teacher are clear, unambiguous, direct, and visible. This makes it clear what the students are to do and learn.
• Nothing is left to guess work.
Explicit Instruction
Steps to Explicit Instruction
• Focus statement- make objective clear• Model - I do it!• Guided Practice -We do it! We do it together!• Independent Practice -You do it!
Connected Text
Phrase Level
Word Level
Teach Along the Continuum
*Provide instruction, guided practice, & independent practice at each level…Do not assume generalization of the skill will occur!
Letter & Letter-Letter & Letter-Sound Sound
CorrespondenceCorrespondence
Quadrant 3 Interventions/Strategies
Sight WordNeeds
3BWill Explore
with Shannon Basic Decoding
Needs 3M
Rewards
Multi-syllabicDecoding Needs 3PRewards