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

2. 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

3. 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

4. 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.

5. 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

6. 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

7. 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 ( 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

8. 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.

9. 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.

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

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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. Questions and Answers