Parents as Partners Reading Evening Allendale Board of Education February 23, 2016 Hillside School

Reading is a Developmental Process Reading means: * decoding words * comprehending text Adequate instructional time is devoted to: Phonemic awareness skills and phonics skills Spelling Reading fluency and automaticity Reading comprehension strategies

What are the Developmental Stages of Learning to Read? There are distinct stages of development across the continuum of learning to read, and there are specific reading behaviors that can be identified at each of these stages. Emergent Reading Stage (typically pre-K to early Kindergarten) Early Reading Stage (typically Kindergarten to early Grade 1) Transitional Reading Stage (typically late Grade 1 to Grade 2) Fluent Reading Stage (typically Grade 3 and higher) Evolving Reader Maturing Advanced Reader

Emergent Stage Fountas & Pinnell Levels A-C Learning that print carries a message Know some sounds and names of the letters of the alphabet Start to display directional movement (Left to right; top to bottom; return sweep) Begin to establish one to one correspondence by finger pointing Locate some known words Depend heavily on picture clues Recognize the difference between a letter and a word Begin to use pattern and repetition of text to read Use some letter sounds (beginning / ending) Begin to use known, high frequency words to monitor reading Respond to texts by linking meaning with their own experience.

Early Stage Fountas & Pinnell Levels D-G Have good control of early reading strategies (directionality; one to one word matching; locating known words) Rely less on pictures and use more information from print Begin to build a core of high-frequency words known automatically Read familiar text with some phrasing and fluency Start to attend to punctuation while reading Read using more than one source of information Begin to monitor own reading and self correct Use phonetic clues to decode (initial-final sounds; simple chunks) Begin to engage in discussions about what is read

Transitional Stage Fountas & Pinnell Levels H-M Use multiple sources of information and a variety of strategies to problem solve while reading Make predictions and confirm or revise them while reading Recognize the importance of monitoring reading for understanding Use familiar parts of words (beginning, middle, end) to problem-solve unknown words Know a large core of high frequency words automatically Read many punctuation marks appropriately Read most texts with phrasing and fluency Begin to read a greater variety of longer and more complex texts Attend more to story structure and literary language Engage in discussions about what is read Begin to identify details from the text to support ideas in discussions

Fluent Stage - Evolving Fountas & Pinnell Levels N-T Maintaining meaning through longer and more complex stretches of language Understand text as something that influences people's ideas. Use diverse strategies to cope with challenges in more difficult text Reads a variety of genres for a variety of purposes Remembers and revisits parts of text that seem notable or important Reads fluently with speed (70-100 wpm), accuracy, and proper expression Can skim text quickly to retrieve information as well as infer (read between the lines and draw conclusions) Without conscious attention, students perform multiple reading tasks-such as word recognition and comprehension-at the same time

Fluent Stage - Maturing/Advanced Fountas & Pinnell Levels U-Z Reads fluently with increased speed (100+ wpm), accuracy, and proper expression Reads longer text in a variety of genres Continues to study the meaning connection of spelling and vocabulary Understands meaning changes when prefixes and suffixes are added to words Develops competency with knowing when and how to use effective comprehension strategies based on text structure Understands basic and more complex syllable patterns Evaluates and critiques text Giver is a commentary on conformity, oppression and interdependence.

Our Job is to Understand where each Student is along the Continuum of Reading Development How do we do that? We assess to give us specific information as to what each child is doing as a reader.

Assessments Administered to all Students Teachers College Reading Assessment Renaissance Learning - STAR Assessment

Assessments Administered to Students Needing more Support Developmental Reading Assessment Fountas and Pinnell Reading Assessment

Assessments Administered to Students in need of more Intensive Intervention in Decoding Predictive Assessment of Reading - PAR Test of Word Reading Efficiency - TOWRE Comprehensive Test of Phonological Processing- CTOPP-2

How do we Instruct Readers Who are at Many Different Levels? Differentiated Instruction Independent reading Instructional Level vs Independent Level Guided Reading Strategy Groups Conferring Small group instruction

How do we Support Readers who are Struggling Tier 1 BSI Tier 2 BSI Tier 3 BSI Instruction Danielle: last year bruce and anastasia gave a presentation on tier 1 and tier 2 BSI. those slides are still available. what we want to talk about today is tier 3 bsi

What is Tier 3 BSI Instruction? A multisensory approach with explicit instruction in reading using auditory, visual and kinesthetic/tactile techniques. Kinesthetic strategies practiced: arm tapping fingertapping pounding Tactile tools incorporated in the program: sand trays screens Danielle

Who Receives Tier 3 Instruction? Students who display indicators of Dyslexia/significant decoding challenges based on the PAR, TOWRE, CTOPP Assessments Students are assessed on sight word recognition vocabulary fluency phonemic awareness Danielle carlea Barbara

Dyslexia Myths and Truths Schools can diagnose a student as Dyslexic School administered tests can show indicators of Dyslexia. Only a medical doctor can diagnose Dyslexia Dyslexia is seeing things backwards Dyslexia means significant difficulty learning letter names and sounds, poor phonemic awareness, poor reading comprehension and poor spelling Dyslexia can be cured Dyslexic students will learn strategies that address their specific reading challenges Danielle

Ways to support Reading at Home 5 finger rule for fluency Ask inferential questions to check for comprehension (handout) Read Aloud Model/Share your own reading life with children

Questions and Answers