1. Supporting All Readers in Small Group Instruction Providing Equity in Literacy Instruction Beth Estill

2. Creating a Comprehensive Literacy Program
Enhance your knowledge of instructional practices that promote reading success
for all students
Share research proven strategies that can be implemented to increase reading achievement for all students
Provide methods for differentiated instruction that targets the individual needs of all learners

3. The Gap Between Research and Classroom Practices
Most research on reading is published in scientific journals and is outside of reading journals and textbooks
Hundreds of articles are published yearly
Many undergraduate and graduate textbooks on literacy draw little from empirical findings on reading which results with inadequate training of teachers (Joshi, 2009)
Varying philosophies of literacy instruction; i.e. whole language or literacy-based instruction

4. What Works
“By operating on a ‘what works’ basis, scientific evidence can help build a foundation for instructional practice.
Teachers can learn about and emphasize methods and approaches that have worked well and caused reading improvement for large numbers of children.
Teachers can build their students’ skills efficiently and effectively with greater results than before.
Most importantly, with targeted ‘what works’ instruction, the incidences of reading success should increase dramatically.”
-National Institute for
Literacy, 2001

5. National Early Literacy Panel, 2008
“Early, explicit, and systematic instruction in phonics, along with direct instruction in phonological awareness, can prevent reading difficulties and can also remediate reading difficulties.”

6. Let’s Look at the Stages and Instructional Examples of Literacy Development
Emergent
Beginning
Transitional
Instructional

9. State Standards for Small Group Instruction Unpacking the “Reading” Standards

10. Emergent Learners

11. Beginning Learners

12. Phonological Awareness
Phonological Awareness refers to the more general understanding of the sound structure of words and sentences. Phonemic Awareness is an awareness of individual sounds in spoken words. It represents the most precise subcategory of phonological awareness. It is essential for reading.

13. 25% of incoming students lack this awareness.
The facts for learning to read . . .
and why some students struggle.
Children who lack phonological awareness are likely to become poor readers.
25% of incoming students lack this awareness.
Early instruction that includes phonological awareness with a focus on phonemic awareness facilitates reading and spelling.

14. Instruction that emphasizes the alphabetic code promotes accuracy and fluency of word identification –skills that are essential to becoming a proficient reader.
(Blachman, 1997)

15. Phonological Awareness Continuum
Phonemic Awareness
Onsets and Rimes
Syllables
Sentence Segmentation
Alliteration and Rhyme

16. Assessment Helps to Determine
Whether students are applying word study skills and strategies
What kinds of errors students are making
How to group students to target similar needs and to address student progress

17. Let’s take a look at assessing kindergarten students.
Letters and Sounds
TOPA: Test of Phonological Awareness

18. Letter and Sound Recognition
Identify upper and lower case letters.
Identify beginning sounds
Five word Kindergarten list

19. Test of Phonological Awareness
Rhyme
Sentence and Syllable Awareness (COW)
Syllables
Blending Sounds
Segmenting Sounds

21. Activities for the Emergent Learner
Phonological Awareness that is Direct and Explicit
Concept of Word that Promotes Orthographic Mapping
Systematic Instruction in Letters and Sounds
Opportunities to Connect the Two with Text

25. Assessments for the Beginning Learner
PALs for word knowledge and reading level
TOPA: Test of Phonological Awareness for Beginning Learners: Assessing Levels of Phonemic Awareness
Developmental Spelling Assessment for word knowledge

29. Early Intervention 1st and Early 2nd Grades
Intensive Phonemic Awareness Training
Systematic & Explicit Instruction in Phonics
Opportunities to Read Connected Text

30. Intensive Phonemic Awareness Instruction
Identifying number of phonemes
Isolating individual phonemes: beginning, middle, end
Blending and segmenting phonemes
Adding and deleting phonemes

32. New Read Cueing Strategies Introducing the Get Your Mouth Ready
Skip the Word; read to the end; reread
Does it look right?
Does it sound right?
Does it make sense?
Look for Chunks You Know
Introducing the
New Read
Introduce with brief summary statement
Brief picture walk (not the whole book)
Retell

33. Assessments for the Transitional and Instructional Learner
Reading Inventory (RI): assess comprehension and vocabulary; provides Lexile Level
Spelling Assessment: assess knowledge of words and word patterns
Developmental Reading Assessment: assess word accuracy and fluency
Phonological Awareness Screening Test (PAST): assess higher levels of phonemic awareness
Listening Comprehension: assess ability to comprehend grade level text
Test of Nonsense Words: assess ability to decode

36. Spelling Assessment

37. Assessing Comprehension “Best practice in reading comprehension assessment will involve multiple subtests and the assessment of the key skills that underlie reading comprehension and general language comprehension.” (Kilpatrick, 2015)
Reading Inventory: assesses ability to comprehend text along with vocabulary knowledge
Running Records: identify the ability to read text with accuracy and at an appropriate rate to include retelling

38. Listening Comprehension
“An assessment of listening comprehension is highly recommended for any student who displays difficulties with reading comprehension.”
Kilpatrick, 2016

40. Tier One Instruction

41. Intervention with Older Students
Intensive instruction in phonemic awareness
Explicit and systematic phonics instruction
Opportunities to Read Connected Text

42. Activities that Promote Orthographic Mapping
Provide students with the academic vocabulary
Develop a rime-based word wall
Introduce words orally to direct students to oral properties
Use look-alike words
Highlight onset and rime units and syllables in words
Use oral spelling to reinforce mapping
Incorporate oral decoding (Identifying orally spelled words)
Read nonsense words (5-10 per lesson)
Spell nonsense words
Build words with letter cards and letter tiles
Kilpatrick, 2016

43. Tier Two Instruction

44. Shape Up a Summary
Circle: What is still going “around” in your head? Triangle: What do you see from a new angle? Square: What do you have “squared away?

45. Final Thoughts. . .
“Changing people’s perspectives regarding literacy practices that have been entrenched in our educational system for well over 100 years is a daunting task.” “Do we continue with repackaged versions of the classic approaches that yield a high rate of struggling readers, supplemented by intervention approaches that produce an average of 2 to 5 standard score point gains on nationally normed assessments? Or, do we shift to scientifically validated approaches that can prevent 75% to 80% of the reading difficulties we see as well as produce 12 to 20 standard point gains among students with reading problems?” David Kilpatrick, 2015