1. How To Teach Reading To Adults For Teachers and Tutors Edward Fry, PH.D.

2. Where Do I start? Step ONE Determine the student’s Reading Ability Oral Reading Test Silent Comprehension Test TABE Results

3. Oral Reading Test Make photo copies of pages 108 – 113 Make photo copies of pages 108 – 113 Ask the student to read from the Student copy Ask the student to read from the Student copy You will mark the examiner copy You will mark the examiner copy Count one mistake for each word the student is unable to pronounce. Count one mistake for each word the student is unable to pronounce. Underline each word the student can’t pronounce or needs help. Underline each word the student can’t pronounce or needs help.

4. ORAL TEST Count the mistakes and record. (Independent, Instructional, or Frustration) Count the mistakes and record. (Independent, Instructional, or Frustration) First find the Independent level, move to Instruction level and then find the frustration level. Then stop. First find the Independent level, move to Instruction level and then find the frustration level. Then stop. Record the results Record the results Use this same form to retest using a different color to mark results

5. Silent Reading Comprehension Test Make copies of pages 116-124 Make copies of pages 116-124 Two levels 3 rd and 7th Two levels 3 rd and 7th Read the directions to your students Read the directions to your students First five questions are literal/second five are inferential First five questions are literal/second five are inferential Score test page 115 Score test page 115

6. TABE Results TABE will give reading skills based on National Standards using GE or scale scores TABE will give reading skills based on National Standards using GE or scale scores They have both skill and sub-skill components They have both skill and sub-skill components Remediation is provided Remediation is provided SAMS allows practice for each skill level and full practice Survey test SAMS allows practice for each skill level and full practice Survey test

7. Selecting the Right Reading Materials Readability Chart page 13 syllables/sentences Readability Chart page 13 syllables/sentences Interest inventory – What do they read now? What would they like to read? Interest inventory – What do they read now? What would they like to read? Life skills, Job skills, educational pursuits, parenting skills, high interest reading, fiction and non fiction Life skills, Job skills, educational pursuits, parenting skills, high interest reading, fiction and non fiction Page 18 Real Life Reading Materials Page 18 Real Life Reading Materials

8. Read Aloud and Silently Start with reading to your students Start with reading to your students Have students read silently Have students read silently Start encouraging oral reading by Start encouraging oral reading by –Choral Reading –Reading to a peer –Quietly tell the student the word and let them read on –Having variety of materials to read 28/29

9. Comprehension-Do Not READ Before Reading Look over the story. Read the title and subtitles Look at the illustrations predict what they think the story is about Ask the students what they know about the topic Ask the students what they know about the topic Integrate experience with the purpose for reading

10. Comprehension During Reading During Reading Be Investigators Ask the 5 W’s Be Investigators Ask the 5 W’s Who, What, When, Where, Why Ask to recall detail questions Ask Inference questions “What do you think the author wants us to think? Pages 30 and 31 great examples

11. Vary ways for Comprehension Response Use extended answers, short answer, Multiple choice, Cloze Procedure, Student generated Questions, Retelling the story Use extended answers, short answer, Multiple choice, Cloze Procedure, Student generated Questions, Retelling the story Pages 34-35 Pages 34-35 Make sure you talk about common Idiomatic Expressions pages 37-38 Make sure you talk about common Idiomatic Expressions pages 37-38 Use Graphic Organizers for review Use Graphic Organizers for review

12. Vocabulary Building Basic sight words – five at a time Basic sight words – five at a time Should be able to read the first 300 instantly because they make up 65% of all written words Should be able to read the first 300 instantly because they make up 65% of all written words Take Instant word test page 56-57 Take Instant word test page 56-57 Instant words on pages 50-55 Instant words on pages 50-55 Index cards are great for practice Index cards are great for practice Easy Reading Practice is important – 1 or 2 years below actual level Easy Reading Practice is important – 1 or 2 years below actual level Games – word bingo, concentration, Picture Nouns Games – word bingo, concentration, Picture Nouns Collect new words notebook Collect new words notebook Important words pages 125-126 Important words pages 125-126

13. New Words Learn prefix, suffix, Latin and Greek root words pages 60-64 Learn prefix, suffix, Latin and Greek root words pages 60-64 Teach students to: Teach students to: –Pay attention to new words –Try to learn its meaning from context –Look it up in the dictionary –Learn a new word each day –Use Prefix, suffix, roots to expand vocabulary –Use new words often

14. Teaching Phonics Teach Phonics rules in logical order Pages 74-82 Teach Phonics rules in logical order Pages 74-82 Phoneme awareness – English uses 44 sounds to form words Phoneme awareness – English uses 44 sounds to form words Phonics Charts pages 74-82 Phonics Charts pages 74-82 Phonic Survey pages 72-73 Phonic Survey pages 72-73 Phonograms – word families 83-88 Phonograms – word families 83-88 Keep the PHUN in Phonics Keep the PHUN in Phonics

15. Language Experience Approach Motivate a student to write a story Motivate a student to write a story Read it Read it Discuss it, extend it, correct it, and read again Discuss it, extend it, correct it, and read again Pages 98-99 Good story starters Pages 98-99 Good story starters Learn parts of speech, use color to categorize, introduce prepositional phrases Learn parts of speech, use color to categorize, introduce prepositional phrases

16. Listening is Good for Your Students It improves their vocabulary It improves their vocabulary Improves their grammar Improves their grammar It broadens their horizons It broadens their horizons It allows them to work on material harder than they currently can read and this expands their choice of materials. It allows them to work on material harder than they currently can read and this expands their choice of materials. If you do nothing else in this book. The least you can do is read to your students If you do nothing else in this book. The least you can do is read to your students

17. Among the Best Use reading materials from other content areas- SS and Science Use reading materials from other content areas- SS and Science Write every day Write every day Write summaries of what you read Write summaries of what you read Set aside regular reading times and teachers should set the example Set aside regular reading times and teachers should set the example Use graphic organizers Use graphic organizers Encourage students to use a typewriters or computers cont on page 102 Encourage students to use a typewriters or computers cont on page 102 Look at sample lessons pages 102-105 Look at sample lessons pages 102-105

18. Summary Read Aloud to Students Read Aloud to Students Build sight words Build sight words Teach phonics Teach phonics Teach How words are made Teach How words are made Teach How Sentences are made Teach How Sentences are made Teach How stories are built Teach How stories are built Use variety and have fun Use variety and have fun