1. Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. The Big 5 in Reading: Resources Effective Instructional Practices Oregon RTI Portland, OR 10/29/13

2. http://www.ode.state.or.us/search/p age/?id=3519

3. http://oregonliteracypd.uoregon.edu/ instruction

4. Oregon Response to Intervention www.oregonrti.org The Big 5 & CCSS

5. How do these two fit together? IdeaCCSS Strands Phonemic AwarenessFoundational Skills – Phonological Awareness, RF.K.2 Alphabetic Principle/PhonicsFoundational Skills – Phonics and Word Recognition, RF.K.3 FluencyFoundational Skills – Fluency, RF.K.4 VocabularyLanguage – Vocabulary Acquisition and Use, L.K.4-6 ComprehensionReading (Literature and Informational)

6. Phonemic Awareness

7. Oregon Response to Intervention www.oregonrti.org Phonological Awareness Development Continuum Word comparison –Rhyming Sentence segmentation –Syllable segmentation & blending »Onset-rime blending and segmentation Blending & segmenting individual phonemes Phoneme deletion & manipulation ( Modified from O'Connor, Notari-Syverson, & Vadasy, (1998). High Priority Skills Simmons, Harn, & Kame'enui © 2003

8. PA Benchmarks Between Ages 4-9 Typical AgeSkill Domain 4Rhyme, alliteration 5Rhyme, phoneme matching, syllables 5.5Onset-rime, initial consonant isolation 6Phoneme blending, segmention (simple) 6.5Phoneme segmentation, blending, substitution 7Initial and final sound deletion 8Deletion with blends 9Longer and more complex deletion tasks

9. Onset-Rime Blending & Segmenting Examples Blending Sounds Simmons, Harn, & Kame'enui © 2003 9 Segmenting Words Teacher Says: Student Says: r-un run f-astfast sw-im swim spl-ashsplash Teacher Says: Student Says: runr-un fastf-ast swimsw-im splashspl-ash What Skills Does PA Include?

10. Simmons, Harn, & Kame'enui © 2003 10 f n s r v l z sh all vowels m Words that begin with continuous sounds are easier to blend. Example Continuous Sounds

11. Simmons, Harn, & Kame'enui © 2003 11 tb pc kj gx d ch h Words that begin with stop sounds are difficult to use in blending activities. Example Stop Sounds

12. Phonics

13. When Should the Alphabetic Principle be Taught? Preschool Familiarity with alphabet & letter sounds Kindergarten Familiarity with alphabet, letter sounds, beginning blending, decoding simple words First grade Letter sounds, blends, decoding simple words, reads grade level material accurately

14. Harn, Simmons, & Kame'enui © 2003 14 What Skills Does AP Include? Progression of Regular Word Reading Sounding Out (saying the sound of each letter) Whole Word Reading (vocalizing each sound and blending it to a whole word) Sight Word Reading (sounding the word out in your head and then reading the whole word) Automatic Word Reading (reading the word without sounding it out)

15. Advanced Phonics

16. Advanced Phonics Instructional Routine ComponentNumber of Minutes State goal and purpose1 Review or Speed Drills3-5 Introduce/teach vowel combination, prefix, suffix, syllable type 5-10 Read new words (use explicit blending routines) 5-10 Word Work Activities5-10 Slow dictation5-10 Reading decodable text10

17. Fluency

18. Focus on Fluency First through fifth grade foundation reading skills for fluency state, “Read with sufficient accuracy and fluency to support comprehension.” Standards emphasizing an equal balance between reading literature and informational text; therefore, fluency needs to be developed across the content areas.

19. First ReadSecond ReadThird Read Students read the title, make predictions and underline two words that look challenging to read or understand Students read the paragraph aloud Students write one or two words or phrases that will help them remember what is important about the topic Say, “I am going to read aloud as you read along in a whisper read. Match your voice to mine.” Read at a rate slightly above the students’ typical rate while modeling good expression Ask one or two literal comprehension questions Say, “We are going to read the story aloud one more time. We know what it is about and know the words, so we should be able to read it a little quicker and learn something new.” Have students partner up and 1) determine who/what is talked about the most 2) identify important details 3) formulate a main idea statement

20. Oregon Response to Intervention www.oregonrti.org Distributed Practice Naturally occurring and distributed practice across the students’ day in the form of passages, poetry and content area reading, for example, closes the fluency gap faster and more efficiently than isolated, mass practice. I-We-You reading of just one paragraph in each content area daily is very powerful!

21. Oregon Response to Intervention www.oregonrti.org Vocabulary

22. Oregon Response to Intervention www.oregonrti.org Vocabulary Words Tier 1Tier 2Tier 3 Description The most basic words Words on Dale-Chall list High frequency for mature language users and found across a variety of domains Words that are critical to the understanding of the story (might be “show and go” or fast-mapped words) Frequency of use is low, often limited to specific domains. “Show and Go” Words Fast-mapped Words Examples clock, baby, happy, work absurd, maintain, fortunate peninsula, isotope, isthmus Instruction Rarely require instruction at school Instruction geared toward these words can be most productive Best learned when a specific need arises

24. Oregon Response to Intervention www.oregonrti.org Comprehension

25. Reading Literature Standards

26. Reading Informational Text Standards