Principles of Effective Teaching of Reading (and Writing and Oral Language)

Tompkins Chapter 1 Effective teachers… Understand how children learn (student-centered approaches that appreciate social and cognitive development) Support children’s use of multiple cueing systems (sound, meaning, structure, visual, social) I see the dog > I see the puppy. I see the dog > I see the dish. I see the dog > I seven the dog. Create a community of learners (opportunity, responsibility,risks, and choices)

Tompkins Chapter 1 Effective teachers… 4. Adopt a balanced approach to literacy instruction Balance reading and writing (oral, reading, vocabulary, comprehension, phonics, spelling, content-area study) Balance ways of teaching Flexibly meet the needs of students Balanced vs. comprehensive 5. Scaffold children’s reading and writing (based on their development) 6. Use a combination of modeled > shared > interactive > independent activities Gradual release of responsibility….

Gradually Release Responsibility Effective Teachers… Gradually Release Responsibility MODELED SHARED INTERACTIVE INDEPENDENT

Effective teachers… 7. Use literature in their instruction Tompkins Chapter 1 Effective teachers… 7. Use literature in their instruction 8. Organize literacy instruction in one of four ways (a) Basal (b) literature focused (c) literature circles (d) reading & writing workshop 9. Connect instruction and assessment (identify, monitor, assess, analyze, adjust) 10. Become partners with parents.

“The invisible curriculum of child rearing” – number of words even heard in the home before K are directly associated with income and level of education of parents Hart & Risley (1995)

Children arrive in kindergarten with huge discrepancies in oral language development and the gap between language-advanced and language-delayed children grows throughout the elementary years Biemiller (2001)

So how do readers and writers DEVELOP? Children weave reading and writing skills, oral language, and story sense together as they grow and socially interact with others Developmental: the level of instruction must match the level of word/reading knowledge of the learner individuals may vary in their rate of progress through these stages, but most tend to follow the same order of development

Emergent Readers Quick Write: Write as many emergent reading skills as you can think of in 2 minutes. Watch the videos: What does each reader understand about reading and books?

Concepts About Print Marie Clay’s term for what emergent readers need to understand about how printed language works and represents language. Its basic components include: Print carries a message (even if “pretend reading”) Books are organized, with a cover, title, and author Directionality: Reading flows in a particular and consistent direction, left to right and top to bottom. Printed language consists of letters, words, and sentences (gradually learn to distinguish between) One-to-one matching: More experienced readers begin to recognize matching or upper and lower case letters Concepts About Words > Concepts About Letters Watch the Hannah video and give examples of what she knows about print and how it works.

Hannah What does Hannah know about print and how it works? Evidence… Points to the print Points to the pictures rather than the words Points to things from left to right She uses good and appropriate expression (fluency) Hannah knows… Print has meaning There is meaning in the pictures Where the cover is and how to open a book Title and author Directionality Print should sound interesting Hannah knows: recognizes pictures and makes connections to parents & favorites - reads from left to right - Where book begins & ends - Makes adequate predictions Evidence: “favorite part” -- Pointing to left page and moving finger over -- Turned over, title page, that’s the end

Emergent Reading Concepts About Print (book orientation, directionality, print = meaning & purpose) Concepts of Word (things > label objects > combine to tell stories > hold concept of word in their mind) Concepts of Alphabet (letter name, formation, special features, direction, isolated & combined sound)

Connecting Speech to Print Some: make the connection automatically through rich and frequent exposure to oral language Most: benefit from explicit instruction in that essential relationship Few: will not develop the understanding unless they have explicit, direct instruction, plus many opportunities for repetition to become proficient readers

Concepts About Print How will you know which of your students has mastered concepts about print and which have not? See your handout: Assessing Print Understanding Let’s Try It Out

Language Development

Oral language acquisition Purpose of language: to make connections with other people and make sense of experiences Language is learned through use and over time through imitation and lots of practice with “linguistic rules” (components of oral language) Phonological rules for combining sounds Semantic rules for combining meaningful sound units to make words Syntactic rules for combining meaningful words into sentences Pragmatic rules for adapting language to different situations (home, school, formalities) Cooing > babbling > one-word > string words together (1-2) > oral fluency (3-4)

Quick-write… Opportunities for natural language development in an early literacy classroom – list as many as you can in the next 90 seconds… Then quickly review the examples on the next slide (remind them this slide show is on the wiki)

Reviewing Reading Guide #1

Link this to the 5 Essential Areas of Reading (as outlined in the RI K-12 Literacy Policy) – the first chart on their reading guide – result of National Reading Panel Reports (synthesis of experimental studies in each area)

The Big 5 (National Reading Panel Report, 2000) Phonemic Awareness (manipulating sounds) Phonics (relationship between sounds and visual letters) Fluency (speed and accuracy) Vocabulary (listening, speaking, reading, and writing) Text Comprehension (active and purposeful meaning making) Stress the point that ALL FIVE AREAS should be taught at every grade level (although developmentally, more focus may be placed on different areas in varying levels across a typical week perhaps) Developmental OR balanced/comprehensive???

Stages of Reading Development (RI Policy) Emergent Reader - preschool; “reading”; environmental print Beginning Reader - understanding of the alphabet and words (concepts of print) Transitional Reader - recognizing and manipulating within word differences Intermediate Reader - Fluency and “problem-solving” about the meaning Advanced Reader - Reading to learn FLUENT READER (Tompkins) ACCORDIG TO THE RI DEPT OF EDUCATION EARLY LITERACY POLICY (Link to notes they should be taking on their reading guide) Environmental print: MacDonald’s, Dunkin Donuts; Beginning Reader (My name is Julie, cat > bat > sat > sit > fit); Concepts of print (direction, words, letters, punctuation, print=meaning Transitional Reader: Within word differences (smock vs. smoke; tack vs. take); Intermediate Reader (syllables and affixes – prefixes and suffixes) (hop > hopping vs. trade > trading); Advanced Reader (greek and latin roots for knowing ineffective vs. effective; inactive vs. active); illogical vs. logical; illegible vs. legible) TOMPKINS: Emergent > Beginning > Fluent (pgs. 117-128)

Linking Stages of Reading and Writing Development (Tompkins pp Emergent Writer – writing emerges from drawings; directionality, name, 5-20 words Beginning Writer – sentences and upper/lowercase; spell phonetically, 20-50 words Fluent Writer – uses writing process; paragraphs, vocabulary, vowel patterns and word endings, punctuation EMERGENT READER BEGINNING READER Walk students through talking about their notes from the RI Reading Policy with examples of each Environmental print: MacDonald’s, Dunkin Donuts; Beginning Reader (My name is Julie, cat > bat > sat > sit > fit); Transitional Reader: Within word differences (smock vs. smoke; tack vs. take); Intermediate Reader (syllables and affixes – prefixes and suffixes) (hop > hopping vs. trade > trading); Advanced Reader (greek and latin roots for knowing ineffective vs. effective; inactive vs. active); illogical vs. logical; illegible vs. legible) FLUENT READER

Stages of Spelling Development RI POLICY: Precommunicative Semiphonetic Phonetic Transitional Conventional I. Emergent spelling II. Letter Name-Alphabetic Stage Early letter name-alphabetic spelling Middle to late letter name-alphabetic III. Within-word pattern Spelling IV. Syllables and affixes Spelling V. Derivational Relations Spelling (meaning) These are the categories described in Words Their Way (linking reading to writing)

Word Study Assignment Directions and Rubric Example: Rhyming This lesson will eventually be a part of your lesson plan - but this part is not due until November 8

Let’s take a break…

Moving from “stages of development” to “standards”: Rhode Island GLE’s and Common Core Standards Standards vs. Objectives Local vs. National Standards Linking standards to developmental phases of reading and writing development

Rhode Island GLE’s and Common Core Standards Educational Standard: defines the knowledge and skills students should possess at critical points in their educational career (e.g., at each grade level); provides common expectations for all students to measure up to these standards Learning Objective: a detailed description that states the expected change in student learning, how the change will be demonstrated, and the expected level of change as a result of a specific course of instruction

Rhode Island GLE’s and GSE’s GLE: Grade-Level Expectancies (K-8) GSE: Grade-Span Expectancies (Gr. 9-10 & 11-12) Stem and Grade Level Indicators Differences between indicators are underlined Bold lines indicate when assessed at state level PA (R9) and Phonics (R1) Fluency (R11) & Vocabulary (R2 and R3) Comprehension Fiction (R4, R5, R6) and Comprehension Non-fiction (R7 & R8): Initial, Analysis, Interpretation, and Response Reading Strategies (R12 & R13) & Appendix D & Appendix F

Common Core State Standards in Language Arts Literature; Informational Text; Literacy in History/ Soc Studies; Literacy in Science & Technical Subjects Key ideas & details; craft & structure; integration of knowledge & ideas; Speaking and Listening: Comprehension and Collaboration (solve problems in groups) Presentation of knowledge and ideas (transfer to new problems) Writing: Texts and Purposes: Write arguments with sound reasoning & evidence; write informative/explanatory texts Produce & Distribute (with both traditional & digital tools)

Homework Tompkins Ch. 5: Phonemic Awareness Yopp & Yopp: PA Activities Beck: Keywords to PA & Phonics WTW Chapter 1 (Word Study) and 4 (Emergent Stage of Spelling) Optional reading guide