1. Consortium on Reading Excellence C.O.R.E. Teaching Reading Sourcebook http://www.corelearn.com Pam Jones, Tawny Smith, Ginny Axon

2. Promoting a Spirit of Inquiry We can make our world significant by the courage of our questions and the depth of our answers. Carl Sagan

3. The Big Picture Teaching Reading Sourcebook 2nd edition, 2008 Bill Honig, Linda Diamond, Linda Gutlohn Consortium on Reading Excellence (C.O.R.E.)

4. The RtI 11 th Commandment “Thou shalt not try to fix thy core program through supplemental and intensive instruction.” Dave Tilly, Ph.D.

5. Steps to Ensure Effective Tier 1 Carefully select a well-designed reading program. Purchase all essential materials and support components. Provide adequate initial training of staff to ensure they can start effectively. Establish a system of ongoing coaching, practice, and support to guide teachers through implementation. Collect programmatic assessment data to enable leadership to identify staff development and coaching needs re: fidelity of implementation.

6. Steps to Ensure Effective Tier 1 Provide training for teachers to analyze student data in order to differentiate instruction in tier 1. Ensure teachers understand the difference between differentiation in tier 1 and tier 2. Develop a schoolwide plan for time and organization of differentiation as part of tier 1. Design decision rules for differentiation within tier 1 and for moving students to tier 2.

7. The Reading Deficit – Insert 2010 NAEP The Case for Explicit Instruction The State of Reading Today  National Assessment of Educational Progress (NAEP) Nation’s Response  No Child Left Behind (NCLB)  Reading First What’s Not Working? Sourcebook Pages 2-3

8. Establish Learning Partners – Read and Share THE BIG PICTURE (Pages 2-3) What is the “State of Reading” today? What have we tried? What’s not working? What do we do next?

9. Essential Components of Reading Instruction The Big Five + 4 Print awareness Letter knowledge Phonemic awareness Phonics Irregular word reading Multisyllabic word reading Fluency Vocabulary Comprehension Sourcebook Pages 7-10

10. CORE Book Structure Chapter Organization What? A graphic explanation of research- based content and best practices to aid in lesson design

11. CORE Book Structure Chapter Organization Why? A clear summary of the scientific research, meaningful quotes, and a bibliography for deeper reading

12. CORE Book Structure Chapter Organization When? Instructional sequence Assessments  Frequency  Purpose Intervention strategies

13. CORE Book Structure Chapter Organization How? Sample lesson models Explicit Instruction strategies Corrective feedback examples

14. Our Focus for Today Section III: Decoding and Word Study  Chapter 6: Phonics p. 169 Section VI Comprehension  Chapter 15: Informational Reading p. 681 Section V: Vocabulary  Chapter 11: Specific Word Instruction p. 419

15. QUOTE Comprehension

16. Section 6: Comprehension This following is a brief overview of the following chapters. Introduction p. 607 Narrative Reading p. 634 Informational Reading p. 682

17. What factors can affect comprehension? Reading Comprehension Knowledge Fluency Language Metacognition Decoding Rate Accuracy Prosody Language structure Vocabulary Cultural Influences Life experience Background info. Text Structure Comprehension Strategies Motivation Engagement

18. A model: Teachers as Learners Effective teachers are always learning new ways to teach skills and strategies. Effective teachers collaborate with their peers to form school-based learning communities. Effective teachers reflect on their own practice and use feedback from children to vary the support they provide to students with different levels of expertise and confidence.

19. A model: Active Involvement When teachers actively involve students in text, the students are motivated to use strategies and skills. When children are actively involved in reading they read more. And, the more reading they do the better their comprehension becomes. pages 196-239 Contains instruction on how to teach the different components of phonics

20. What Good Readers Do When They Read p.613  Before Reading  During Reading  After Reading

21. Metacognition “thinking about thinking” See p. 615 How do I learn? Awareness of one’s thinking. How can I learn better? Self- regulation of thinking and learning

22. Monitoring Comprehension Is a form of self-listening; noticing that either they do or do not understand what they read. Then being able to use “fix-up strategies” to repair comprehension. Example Table Tap Method

23. Click or Clunk Strategy p. 616 Click- reading is going smoothly Clunk –reading is impeded  Meaning Clunk- not understood due to vocabulary or comprehension  Word Clunk- word recognition strategies

24. The Role of Monitoring in Relationship to Other Strategies p. 617 Connecting to World Knowledge Predicting Recognizing Text Structure Asking Questions Answering Questions Construction Mental Images Summarizing

25. Connecting to World Knowledge Using Schema: a mental network of knowledge structures A web connection in the brain, each schema is connected to another schema creating a network of information. See example on page 618 Can you create your own using the topic “fish”?

26. Predicting Before reading predicting helps focus student’s thinking During reading predicting helps guide the thinking After reading students review and evaluate their predictions.

27. Recognizing Textbook Structures and Supports Structures and Supports fall into three broad categories:  Conventions of Text  Expository or narrative structure, flow and shift of ideas within text  Everything that affects appearance of the page  Conventions of Print  typography

28. Asking and Answering Questions Questioning while reading keeps the level of engagement active. It gives the reader incentive to forge ahead to make meaning. Proficient readers ask questions before, during and after reading. They question themselves and authors as they read, to clarify, make predictions, focus their attention and locate specific answers.

29. Question Types p. 621 Literal Inferential Applied Strategic

30. Constructing Mental Images (Visualizing) Active readers create pictures in their minds as they read. These pictures enhance and further understanding through visual, auditory and other sensory connections to the text. Active readers immerse themselves in rich detail. Active readers revise their images to incorporate new information.

31. Summarizing p. 622 Summarization requires students to distil information into a concise synthesized form and then to restate the information. (National Reading Panel 2000)

32. Explicit Strategy Instruction p. 625 Direct Explanation Modeling (thinking aloud) Guided Practice ( provide feedback) Independent Practice

34. Narrative Text Structure Application When to apply comprehension strategies in narrative text, before, during and after reading. Bloom’s Taxonomy p.638 See chart p. 647 See sample lesson p. 652 “Story Map” See page 660: Comprehension Strategies and Questions See sample lesson p. 662 “Predictions”

35. Informational Reading Structures Text Structure and signal words p. 683  Description  Compare-Contrast  Cause-Effect  Problem/Solution  Time Order (sequence)

36. Informational Reading Strategies Rule based Summary Strategy p. 715 Collaborative Strategic Reading p. 721 Questioning the Author QtA p. 733 CORI Concept-Oriented Reading p. 739

37. What is Explicit Phonics Instruction? Explicit Phonics Instruction refers to lessons in which concepts are clearly explained and skills are clearly modeled without vagueness and ambiguity. (D. Carnine et al. 2006)

38. Systematic and Explicit Phonics Instruction Significantly improves students reading and spelling in Kindergarten and Grade One. Significantly students ability to comprehend what they read. Beneficial for all students regardless of their socio- economic status. Is effective in helping to prevent reading difficulties among students who are at risk. National Reading Panel, 2000

39. The Explicit Phonics Lesson Sequence 1. Develop Phonemic Awareness 2. Introduce Sound/Spelling 3. Blends Words 4. Build Automatic Word Recognition 5. Apply to Decodable Text 6. Word Work for Decoding and Encoding

40. Effective Instructional Techniques I Do It! We Do It! You Do It! Corrective Feedback Monitoring Pacing Signaling

41. READ AND PAIR – SHARE ACTIVITY (READ PAGES 177-178) Phonics Scope and Sequence

42. The Components Letter/Sound Correspondence, pg. 196-200 Sound/Spelling Correspondence, pg. 200-207 Explicit Phonics, pg. 208-231 Phonograms, pg. 232-234 Decodable Text, pg. 235

43. Phonics: What Comes Next Irregular Word Reading …children don’t learn “irregular” words as easily or quickly as they do “regular” words…Therefore, children need to be taught “irregular” high-frequency words with explicit instruction. BLEVINS, 2006

44. Multisyllabic Word Reading Chapter 8 Skilled readers ability to recognize a long word depends on whether they can chunk it into syllables in the course of perceiving it. They automatically break it down into smaller units based on the brain’s memory of common letter patterns found in other words. MOATS, 2005

45. Who? WHAT? Why? For students in fifth grade and beyond, knowing how to decode multisyllabic words is essential because most of the words they will encounter in print are words of seven or more letters and two or more syllables— “big” words

46. WHY? An emphasis on multisyllabic word reading is critical because of the number of novel words introduced in intermediate and secondary textbooks and the potential for failing to learn from the material if the words can’t be read. ARCHER ET AL, 2003

47. VOCABULARY

48. Section V: Vocabulary We use words to think; the more words we know, the finer our understanding is about the world. – Stahl, 1999  Chapter 11: Specific Word Instruction p.419  Chapter 12: Word Learning Strategies  Chapter 13: Word Consciousness

49. Selecting Words to Teach The Three –Tier System p. 422 Tier One Is it a basic word students most students already know? Is it on the Dale –Chall List (1995)  daddy, food, night … Recommendation: These words do not need to be explicitly taught.

50. Three Tier System Tier Two Is it a word students will see, hear and use in their daily lives and school environment? Can you teach the meaning with a “student friendly” explanation? Do students need to know the word to understand the selection?  balcony, splendid, intelligent Recommendation: Teach these words!

51. Tier Three Is it an unfamiliar word to students? Is it a specialized word not commonly heard or used? Is it specific to a content area or subject?  Anthracite, mycelium, shoal Recommendation: Explain these words when they are encountered.

52. Introducing Specific Words p. 428 THREE STEPS: 1. Teach the word directly with a student friendly explanation. Characterize the word and how it is typically used. Explain the word in everyday language.  Teacher: A balcony is an outside room above the main floor of the building. My aunt lives on the third floor. When I go to her apartment, we cook hamburgers on the grill out on the balcony.

53. 2. Create and develop instructional contexts that give strong clues to the word’s meaning. (Page 429) When we did our experiment to test how to pack eggs so they wouldn’t break, we went out on the balcony and dropped our eggs onto the playground.

54. 3. Provide short, lively ways for students to interact with the word and process its meaning right away. (Page 430) Which one of these 2 things could you do on a balcony? Run right off the balcony to chase your cat. Look down at the cars in the parking lot to see if your dad is home.

55. Partner Activity – Digging Deeper Specific Word Instruction: Pages 420- 486 1. When do you teach specific words? 2. How? Take turns teaching your partner a specific word:  Partner #1 Teach vista (page 454)  Partner # 2 Teach coordinate (page 455)

56. Partner Activity – Digging Deeper Word Map – Pages 481-483 With your partner create a word map for the following word: Brilliant

57. WORD CONSCIOUSNESS A huge step toward fostering word consciousness comes from simply recognizing that we want to make students consciously aware of words and their importance. Graves 2ooo

58. Partner Activity – Digging Deeper PAVE MAP Pages 511 -515 Explain the 6 steps of the PAVE MAP to your partner. How could you use this word learning strategy?