1. JoAnn Lense Presented by JoAnn Lense Literacy Intervention Specialist

2. The results of well designed and carefully controlled school-based studies suggest that at least 95% of the total student population can attain average words reading abilities with the implementation of intensive and systematic intervention. Joe Torgeson, 2004 www.fcrr.org

3.  More than eight million students in grades four through twelve are struggling readers.  Only 33 % of eighth graders perform at or above the reading level.  American youth need strong literacy skills to succeed in school and in life including social settings, as civil participants, and in the working world.

4. “We were never born to read. Human beings invented reading only a few thousand years ago. And with this invention we rearranged the very organization of our brain…” Proust and the Squid: The Story and Science of the Reading Brain by Maryanne Wolf

5. 80 hrs (1-2 hrs/day 1:1 instruction Phonological Processing & Decoding / MSLE & Visual Imaggery Instruction.

6. 1. Review of sound symbol associations 2. Practice in phoneme analysis and blending 3. Timed reading of previously learned words 4. Oral reading of stories 5. Dictation of words with phonetically regular spelling-sound patterns 6. Students learned 6 basic syllable types 7. Practice reading decodable and trade books Marshall, A. (2003) Brain Scans Show Dyslexics Read Better with Alternative Strategies

7.  Activate prior knowledge  Use graphic organizers  Teach comprehension monitoring strategies  Teach summarization skills  Teach students to ask and answer questions Boardman, A.G., Roberts,G., Vaughn, S., Wexier, J., Murray, C.S., & Kosanovich, M. (2008). Effective Instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center for Instruction

8.  Provide rich, varied language experiences  Teach individual words  Teach word-learning strategies  Foster word consciousness Sweeny, S.M., Mason, P. A., (2011) Research-based Practices in Vocabulary Instruction: An Analysis of What Works in Grades PreK-12, Massachusetts Reading Association.

11. W hat teaching methodology works for the students who are not sensitive nor adequately wired to have phonological awareness ….

12. Direct, Systematic Instruction Phonemic Awareness Phonics Fluency Vocabulary Comprehension

14. http://www.ortonacademy.org/approach.php “Teaching is Rocket Science” by Louisa Moats The Orton-Gillingham Approach has been rightfully described as  language-based,  multisensory,  structured,  sequential,  cumulative,  cognitive, and  flexible.

15.  Explicit, Systematic Phonological Awareness and Phonics Instruction  Explicit Instruction of Comprehension Skills and Strategies  Explicit Instruction of Targeted Vocabulary Words  Multisensory Instruction  Scaffolded instruction, leading to independence

16. Sound Symbol Relationships Decoding Reading Reading Comprehension Visualization Visual Memory Visual Phonological Awareness Encoding Spelling Oral Language Visualization Auditory Memory Auditory Speech Sounds Written Language Articulation/Speaking Visualization Handwriting Kinesthetic Memory Kinesthetic

19. 44 44Phonemes 26 26 Letters 250 Graphemes with which to spell the 44 phonemes

21. Marzano, Pickering & Pollock (2001) : describe visual displays (“nonlinguistic representations”) as the most underused instructional strategy of all instructional techniques. Examples: Key Concept Cards Graphic Organizers Classroom Instruction that Works, Marzano, Pickering & Pollock, 2001

22. Key Word Concept Sheet sh Phonogram Card Teaching the concept of a digraph: 2 adjacent letters that produces ‘1’ sound

23. Keyword Demonstration

25. C t a C a tch

27.  Underline vowels and vowel teams  Mark vowel consonant e patterns with arrow going through silent e  Link together consonant digraphs  Box suffixes and prefixes  Divide words into syllables fast treat bike chest sifted around reptile

29. muf fin tri pod sub ject con crete

31. 50 million 40 million 30 million 20 million 10 million 48241236 Age of child in months 0 Estimated cumulative words addressed to child 0 Children in welfare families – 12 million words Children in working-class families – 30 million words Children in professional families – 48 million words Meaningful Differences in the Everyday Experience of Young American Children, Hart & Risley, 1995

32.  Rephrasing  Multiple exposures  Use of words in context  Word analysis  Synonyms  Homonyms  Use vocabulary in writing Multiple meanings Visualizing Modeling Prior knowledge Classifying words Compare/contrast Multisyllabic words Greek & Latin Roots

33. table

35. Water Table Piece of Furniture Periodic Table Multiplication Tables Graph for Showing Data “Table this idea” Table

36. Frayer Model Definition (in your own words) Characteristics Examples Non-Examples a plane figure with at least 3 straight sides and 3 angles  Closed  Plane figure  More than 2 straight sides  2-dimensional  Made of line segments polygon poly = many- gon = side pentagon hexagon square trapezoid rhombus circle cone cylinder

37. Prefix : re- Origin: Latin Meaning of re-: again, once more re- retell redo rewrite reconstruct reestablish

39. ◦ A skill is something you can do ◦ A strategy is something that helps you do that skill ◦ Strategies help students develop comprehension skills Teach students how to apply strategies to master a comprehension skill

40. The boy ran up the hill.

41. Elaborate with words, expand to sentences, and then paragraphs. What is it? What is happening? Where? When? Who do you see? Feelings? Number? Any movement? Any sound? What else is around? Do you see colors? Are there any smells? What shapes?

42.  First Reading ◦ Set Purpose For Reading ◦ Circle Unknown Vocabulary and Phrases Second Reading ◦ Text Marking –Skill Focus Third Reading ◦ Integration of Knowledge and Ideas

43. Before Reading Skill Focus Background Knowledge Genre and Structure Preview Text Features During Reading Read and Mark for Meaning Vocabulary Focus Skill After Reading Practice the Skill Graphic Organizers Writing & summarizing Text Connection Assessment Before 1 st Read During 2 nd Read After 3 rd Read

45.  Use multiple colors to show different marking themes  Underline examples of targeted comprehension skills  Circle unknown words or phrases  Write questions and thoughts in margins or on Post It notes  Use graphic organizers to organize and summarize information

46. Main Idea Detail

47. CauseEffect

48. Conclusion Information

49. Influenza Pandemic Feverishly Catastrophe Epidemiologist Vaccinated Plague

51. If you have any questions, e-mail me at: joannliteracynow@aol.com