1. BENNINGTON HEIGHTS READING WORKSHOP Sherry Raffalovitch SLP Diane Burley Literacy Teacher November 12 th 2015

2. SLPs in the TDSB Reading for All Talking for Literacy KELI Small Groups Co-instruction in classrooms Reading Research Hands on Practice Working with kids with different profiles

3. Ontario Stats

4. EQAO The Education, Quality and Accountability Office of Ontario tests. Grade 3 Reading 2013

5. Here at Bennington….. 3 years ago Students brought to team with literacy concerns Started professional development with the grade 1 and 2 teachers Last year SLP guided intervention groups for 11 grade 2 students combined with many PD sessions with the teachers Goal to move the explicit reading instruction into the classroom via guided reading groups This Year: Mrs. Burley as the literacy prep teacher and reading instruction wizard!!

6. How did we learn to read?

7. Let’s go back in time to remember what it was like to learn to read and write!

8. Let’s Learn to Read! ð ú í č š э θ ŋ

9. Let’s learn to read túθ θiŋ čip šip číp šíp faðэ šú púč baŋ farðэ stíp hэ búth θinnэ θank šэ fúd

10. Hэ čipt túθ hэts.

11. How did you feel?

12. Do we still decode as adults? Is School Teacher Multiplicative Antidisestablishmentarianism Uvulopalatopharyngoplasty

13. Now consider this…..

14. What word reading strategies are taught in schools? 1. Use the picture 2. Skip a word 3. Use the context to figure the word out

15. What does research say about reading instruction? Simple View of Reading (Decoding × Comprehension) = Reading Hoover & Gough, 1990, The Simple View of Reading, Reading and Writing, 2, 127-160 Research has shown: Literacy instruction is most effectively delivered in a systematic, explicit and differentiated manner Oral language skills are critical in the development of reading comprehension and written expression Phonological (phonemic) awareness skills and alphabetic knowledge are needed for decoding and encoding of words

16. R D C Morphology Phonological Memory Phonological Awareness Phonics Verbal Reasoning Pragmatics Semantics Syntax Morphology Simple View of Reading Hoover & Gough 1990 Vocabulary Simple View of Reading

17. ECODING ECODING Let’s take a closer look at the explicit skills involved in decoding Let’s take a closer look at the explicit skills involved in decoding

18. Why is learning to read in English difficult? 26 letters 44 sounds (phonemes) 250 spelling patterns

19. Example The name of the letter is “ay” The sounds that it makes are:

20. Phonological Awareness is… An understanding of the sound structure of language Language is made up of words, syllables, rhymes, and sounds (phonemes.) The oral language basis needed for students to access printed language

21. 2 Key Skills in Phonological Awareness Breaking Apart (segmenting) Putting Back Together (blending)

22. Now let’s add print…. The long sound that the letter ‘a’ makes can be spelled how many ways? play weight

23. Mrs. Burley’s “magic”

24. Vowels and Consonants Concepts that often need to be explicitly taught Children need to understand that vowels are the foundation for syllables Decoding and spelling rules are based on syllable structure

25. Vowels and Consonants Vowels open your mouth when you say their sound Consonants close your mouth when you say their sound You try /a/ /t/ /m/ /r/

26. Vowel and Consonant Sort A good way to work on this is to play a game and sort vowels and consonants Talk about Name of the letter? Sound it makes? Vowel or consonant? KEY: How do you know it is a vowel or consonant?

27. Vowel Sounds Vowels actually make 3 sounds short long unstressed (schwa) For example: can cane Canada

28. Listening for Vowel Sounds It is hard to hear the difference between vowel sounds Especially when they are embedded in syllables and words We need to work on listening for different vowel sounds Play the Up and Down Game

29. Up and Down Game (Vowel Discrimination) Choose two to discriminate between Have your child stand up if they hear one sound and sit down if they hear another Start with the sounds by themselves Move to nonsense syllables Move to words (3 sound words-CVC) Minimal pairs are the hardest: differ by only one sound- cat, cot, hat, hit, mat, mitt

30. Up and Down Game Example Stand up if you hear /a/ Sit down if you hear /o/ /a/ /o/ /op/ /ap/ /at/ /ot/ Cat, cot, cop, cap, mat, mop, tap, top

31. Syllable Structure Rules Rule #1: a vowel is short when followed by a consonant that is not r, w, or y in a syllable. a t

32. Rule #1-Short Vowels Rule #1: a vowel is short when followed by a consonant that is not r, w, or y in a syllable. It doesn’t matter how many consonants you add before or after the vowel it will always be short Consider: Cat Cats Pants splash

33. Rule #2-Silent ‘e’ Rule Rule #2: a vowel is long when there is a consonant and silent ‘e’ in the syllable a te

34. These are syllable rules….. Therefore they work in words with more than 1 syllable Consider these words: picnic tennis badminton pancake baseball

35. Syllable Rules These two rules account for 80% of all spelling and reading patterns in the English language! These two rules account for 80% of all spelling and reading patterns in the English language!

36. Multi-Syllabic Word Reading Consider how to read a multi-syllabic word Look for the first vowel and then one letter to the right: consonant or vowel? If vowel keep think about vowel teams If consonant look to the right again for a silent ‘e’ which will make the vowel long If no silent ‘e’ most likely a short vowel sound Continue on to find the next vowel and look to the right…..

37. Multi-Syllabic Word Spelling Say the word out loud: precipitation Count the syllables (5) Draw 5 lines ______ _____ _____ _____ _____ Sound out each syllable Pre (CCV)cip(CVC-soft c rule)i (V-short)ta(CV) tion(shun-spelling pattern/morphology)

38. What are sight words? Words that occur often in books Often cannot be sounded out Need to memorized so they can be recognized quickly Knowing many sight words helps with fluency

39. Sight Words Can be found in Dolch or Fry’s Lists Either one is good Examples: Can you sound these out? The On In Off Of Again

40. What does this look like in the classroom?

41. Scope and Sequence of Explicit Instruction for All Students Alphabet Alphabet teach upper and lower case Who let the letters out Letter Aerobics Play I have Who has Vowel/Consonant Sort Introduce short vowel sounds with gestures Fluency and Confidence Fluency and Confidence Shared reading activities Making words Speedy Sight Words Digraphs Blends Popcorn words/blends

42. Scope and Sequence of Explicit Instruction for All Students Syllable Rules Syllable Rules Rule #1-short vowels Rule #2-long vowel silent ‘e’ Applying the Rules Applying the Rules Decodable Books Fluency work-via repeated readings and explicit discussion of text structure (i.e., punctuation) in large and small groups or partners

43. omprehension Vocabulary Morphology Syntax Semantics Verbal Reasoning

44. We have been working on this all along! Re-Writing Decodable Texts! Re-Writing Decodable Texts! Application of all we have been doing applied to writing! King Hank examples-adjectives, nouns, verbs, adverbs, writing conventions, student friendly definitions

45. THANK YOU!!! THANK YOU!!! Many of you have helped run guided reading groups We need more help! Your involvement Allows the teachers to work with more students at a time Allows students to practice and apply their reading and writing strategies more often More practice means the skills and strategies are solidified more quickly!

46. sherry.raffalovitch@tdsb.on.ca diane.burley@tdsb.on.ca