Reading Workshop Saturday, April 28, 2007 Martin Street Baptist Church

Reading Research

WCPSS Reading Model

Word Recognition What is it? Why is it important? How can I help at home?

Phonemic Awareness …the ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words. phonemes: are the smallest parts of sound in a spoken word that make a difference in the word’s meaning. The word, shop contains 3 phonemes: /sh/ /o/ /p/ Example: bag to rag is a result of changing the first phoneme in the word bag from /b/ to /r/ therefore changing the meaning of the word.

Phonemic Awareness… Can be taught and learned Helps children learn to read and spell Is most effective when linked with letters Is most effective when it focuses on only one or two types of phoneme manipulation

Phonemic Awareness Development Phoneme Blending- listening to separate phonemes and combining them to form a word –What word is /p/ /e/ /n/ ? Phoneme Segmentation- breaking a word into separate sounds –What sounds are in the word: flag?

Blending Strategy “1-800-BLENDIT”

Segmenting Strategy Bubblegum Silly Putty Rubberband

Phonemic Awareness Development Phoneme Deletion- recognizing the word that remains when a phoneme is removed from the word –Say farm. Now say farm without the /f/. Phoneme Substitution- substituting one phoneme for another to make a new word –Say sip. Now change the /p/ to /t/. What is the new word?

Phonics Instruction “Phonics instruction teaches children the relationship between the letters of written language and the individual sounds of spoken language” Knowing these relationships helps children: Accurately recognize familiar words Learn to recognize words at an automatic level Decode words that are unfamiliar to them To read isolated words as well as words in context

Systematic and Explicit Phonics Instruction Improves word recognition and spelling for students in grades K-1 Improves reading comprehension Is effective for students from varying socioeconomic levels Increases reading skills in students who are having difficulty learning to read Most effective when provided early Should not stand alone as the entire reading program

Sequence for Teaching Letters There are many programs available that teach phonics, and each has its own sequence for teaching the letters and sounds. No one program is the only right way. Research, however, does not support teaching the letters sequentially. Example of one program’s sequence for teaching the letters: Recipe for Reading c, o, a, d, g, m, l, h, t, i, j, k, p, ch, u, b, r, f, n, e, s, sh, th, w, wh, y, v, x, z, th, qu

Do children need to know all of their letters before they can read and spell? NO!!! Once children are taught an ample amount of letters and their sounds, they can immediately begin to: Blend letters to make words Decode new words Create rhyming words Manipulate letters by deleting, inserting, and adding to create new words Spell and write new words

Oral Language and Vocabulary What is it? Why is it important? How can I help at home?

Four Types of Vocabularies Listening Speaking Reading Writing (Put Reading First, 2001)

Vocabulary Learning DIRECTINDIRECT Specific word instruction Word-learning strategies Daily oral language Read-alouds Extensive independent reading (Put Reading First, 2001)

Key Principles of Oral Language Development 1.Model Higher-Level Language 2. Consciously Provide Language-Rich Experiences 3. Read Aloud to Children 4. Promote Children’s Use of Language

Use: a “big word” every day. complete sentences with explicit referents. play word games (Scrabble, Pictionary, Boggle) 1. Model Higher-Level Language

DON’T just throw big words into conversations with children. If children don’t have enough conceptual knowledge, they will not understand and will disregard the big word. (Juel, 2002)

Limited Language What did you do in school today? Nuthin’

Explicit Language Ms. Sampson’s said you have been studying oceans this week. How did the tides experiment go today? It was really cool!!! We flooded…

Let’s Play Boggle! gait lair moat roam ail

2. Consciously Provide Rich Language Experiences Field trips (online, museums, festivals/fairs, etc…) Storytellers, author signings, library Community-based activities Talk to your children –Discuss art, music, sports, history, politics, common interests –Conversation with adults builds background for comprehension

3. Read Aloud to Children Use: material that is slightly above their current reading level. texts that contain rich vocabulary and are conceptually challenging. variety of genres. –Nonfiction (e.g., trade books, periodicals, references) –Fiction –Poetry, songs, and chants

Effective Strategies Get children expressively engaged! –Dramatizing –Talking back –Critiquing or controlling –Inserting –Taking over Encourage children to follow the story with their bodies, mime, props, drawing, etc… Reread, reread, reread!!! Allow wait-time for answering questions (up to 60 sec.) Adapted from New Essentials for Teaching Reading and Boys and Girls Learn Differently

4.Promote Children’s Use of Language Invite children to “read” wordless picture books.

Ten or Twenty Questions

4.Promote Children’s Use of Language Provide opportunities for children to give directions. Battleship

I Spy For young kids Great for car rides too!

Additional Resources The Read-Aloud Handbook by Jim Trelease