LEER MAS

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LEER MAS
Lectura en Español y Estrategias con Recursos,
Materiales, Apoyo y Sugerencias
An extension of the
Texas Teacher Reading Academy for the Bilingual
Classroom
Developed by
Region IV Education Service Center in
collaboration with the
Texas Education Agency
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Purpose of LEER MAS Training Materials
¾To provide additional Spanish resources to
assist with implementation of the
Prekindergarten Guidelines, Kindergarten and
First Grade Teacher Reading Academy in the
bilingual classroom
¾To align curriculum with assessment in
Prekindergarten through first grade
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Teacher Reading Academy Basic Components
Oral Language
Lenguaje oral
Phonological Awareness
Conocimiento fonológico
Print and Book Knowledge
Conocimiento de la letra impresa
Alphabetic Principle
Relación entre las letras y los sonidos
Fluency
Fluidez
Comprensión
Comprehension
Expresión escrita
Written Expression
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Each Component Addresses
Student Expectations
- Prekindergarten Guidelines - K and 1 TEKS
Strategies and Activities to Encourage
Development
Monitoring Student Progress
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Oral Language
What is it?
Why is it important to literacy acquisition?
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Oral Language
Speaking and listening to communicate meaning
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Oral Language Includes
Phonologyproducing the basic sound units of
language Vocabularythe appropriate usage of
words and word meanings
Grammarcombining words into phrases and
sentences that make sense and are correct
Pragmaticsthe appropriate use of language
rules for communicating effectively and
responding to the needs of ones listeners
Rules of politeness Conversational skills
Extended discourse
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Effective Oral Language
Impact on Reading and
Development
Writing
? Letter/sound recognition
Phonology Vocabulary
? Listening comprehension Word recognition
Reading comprehension
Grammar
? Listening comprehension
Comprehending complex
written language
? Listening and reading
Pragmatics
comprehension
(with emphasis on extended
Written composition
discourse)
Understanding teacher talk
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Guidelines for Teaching Oral Language
Engage children in extended conversations
Encourage children to tell and retell stories and
events Discuss a wide range of topics
Model use of new and unusual words
Discuss word meanings
Ask open-ended questions
Give explicit guidance in vocabulary, syntax,
and pronunciation Encourage language play
Challenge children to justify thinking
Focus on expressing ideas
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Strategies and Activities to Develop Oral
Language
Circle Time
5Sharing Time 5Show Tell 5News of the Day
Read-Aloud Sessions
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Strategies and Activities to Develop Oral
Language
One-On-One, Small Group Instruction, and Whole
Class Instruction
Independent Centers
5Dramatic Play
5Thematic Centers 5Content-Area Centers
5Literacy Centers
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Monitoring Student Progress
Use formal and informal assessments
Record examples of childrens expressive
language
Monitor language progress by listening to
childs language use
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Monitoring Student Progress
Does the student
use complete sentences? use new words and
syntax in talk?
express clear relationships between events in
personal narratives and story retells?
respond to questions and requests for
information? adapt to listeners needs for
background knowledge? use extended language
in a variety of settings?
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Oral Language
Prekindergarten
Kindergarten
First Grade
Circle Time
Circle Time
Circle Time
Read-Aloud Sessions Read-Aloud Sessions
Read-Aloud Sessions
One-On-One, Small
One-On-One, Small
One-On-One, Small
Group, and Whole
Group, and Whole
Group, and Whole
Class Instruction
Class Instruction
Class Instruction
Centers
Centers
Centers
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Phonological Awareness
What is it?
Why is it important to literacy acquisition?
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Phonological Awareness
The ability to recognize the sounds in spoken
language and how they can be segmented (pulled
apart), blended (put back together), and
manipulated (added, deleted, and substituted).
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Phonological Awareness
Does Not Equal
Phonics
Phonological Awareness
Phonics
Does not involve print
Involves print
Activities are auditory
Requires looking at print
Begins before students have
learned a set of letter-sound
Focuses on the representation
of spoken language
correspondences by using
manipulatives
Helps students identify words in
Focuses on the sounds of
print by sounding out the
spoken language
phonemes, blending them
together, and saying the word
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Phonological Awareness Includes
Rhyming Alliteration
Sentence Segmenting
Syllable Blending and Segmenting Onset-Rime
Blending and Segmenting Blending and
Segmenting Individual Phonemes
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Phonological Awareness Overview
Rhyming/Alliteration
Matching the ending sounds of words
Producing groups of words that begin with the
same initial sound
Sentence Segmentation
Segmenting sentences into spoken words
Syllable Blending and Segmentation
Blending syllables to say words or segmenting
spoken words into syllables
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Phonological Awareness Overview
Blending and Segmentation
Blending/segmenting the initial consonant or
consonant cluster of a one syllable word (onset)
from the vowel and consonant following the onset
(rime) is rare in Spanish
Blending and Segmenting Individual Phonemes
Blending phonemes into words, segmenting words
into individual phonemes, and manipulating
phonemes in spoken words
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Guidelines for Teaching Phonological Awareness
Model each activity, especially when it is
first introduced
Consider the number of syllables in a word
Provide many opportunities for practice with
feedback
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Guidelines for Teaching Phonological Awareness
Include a range of different types of
activities
Start with easier activities that many
students know
Extend the activities to the performance level
of the students
Use concrete objects (such as counters, blocks,
picture cue cards) to help students manipulate
sounds. Slowly, transition away
from the concrete to the abstract.
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Linking Phonological Awareness and Print
Phonological awareness instruction helps
students make the connection between letters and
sounds.
Phonological awareness, especially phonemic
awareness and letter-sound knowledge, should be
introduced early. In Spanish, the vowels are
introduced first.
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Why is Phonological Awareness Important?
Focuses on the sounds of spoken language and
how they can be blended, segmented, and
manipulated
In Spanish, syllable segmentation and
manipulation is essential
Provides the basis for understanding the
alphabetic principle and lays the foundation for
phonics and spelling
Has been identified as a strong predictor of
later reading success
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Strategies and Activities to Develop
Phonological Awareness
Expose students to poems, songs and nursery
rhymes
Use rhyme, alliteration, and patterned texts
Play rhyming and alliteration games Integrate
activities throughout the curriculum
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Monitoring Student Progress
Identify students who are having difficulty
acquiring phonological awareness and who need
more intensive instruction
Conduct brief, planned instructional
assessments
Observe and note students interactions while
talking, reading, and writing
Keep a portfolio of students work Use
checklists
Keep anecdotal records
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Monitoring Student Progress
In the Tejas LEE, phonological awareness is
assessed in sections called
Rhyming,
Segmenting syllables, Blending syllables,
Identifying initial sounds, Blending
phonemes, and Omitting initial sounds.
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Phonological Awareness
Prekindergarten
Kindergarten
First Grade
Rhyming Activities
Rhyming Activities
Alliteration Activities
Alliteration Activities
Sentence Segmenting
Sentence Segmenting
Sentence Segmenting
Activities
Activities
Activities with Print
Syllable
Syllable
Syllable
Blending/Segmenting
Blending/Segmenting
Blending/Segmenting
Activities
Activities
Activities with Print
Onset and Rime
Onset and Rime
Activities
Activities with Print
Phoneme Blending
Phoneme Blending
and Segmenting
and Segmenting
Activities
Activities with Letters
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Print and Book Knowledge
What is it?
Why is it important to literacy acquisition?
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Print and Book Knowledge
General knowledge of print and book concepts
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Print and Book Knowledge Includes
Focusing on the use of print to record oral
language
Knowing the difference between a letter, word,
sentence
Identifying spaces between words
Recognizing that capital letters and
punctuation are used for special purposes and
Knowing that a book is for reading.
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Print and Book Knowledge Includes
Knowing the front, back, top, and bottom of a
book
Knowing how to handle books Knowing where
to begin reading
Knowing the functions of print and pictures
and their relationship to each other and
Knowing the title, author and illustrator.
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Why is Print and Book Knowledge Important?
Based on the past 20 years of investigation, the
most consistent predictive variables for locating
kindergarten children who may have trouble
learning to read words are those most directly
related to reading itself phonemic awareness,
graphophonemic knowledge (letter/sound), and
understanding of print concepts.
Adams, 1990 Bryne Fielding-Barnsley,
1991,1993 Juel, 1994 Scanlon Vellutino, 1998
Share Stanovich, 1995.
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Strategies and Activities to Develop Print and
Book Knowledge
Environmental Print Shared Reading Center
Time
Small Group or One-On-One
Instruction
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Environmental Print
Represents one of the first types of print
children learn to recognize. Introduces
children to the relationship between print and
reading.
Can be a childs first experience in emergent
literacy development.
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Shared Reading
Reading is done with the children gathered
around an enlarged text.
Children are able to see the print and follow
how it is read.
The teacher models finger point
reading-pointing a finger at each word read to
demonstrate left-to-right and top-to-bottom.
Book language is used.
There is correspondence of spoken and written
words.
Repeated readings are valuable.
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Center Time
Link centers to books, themes, and child
interests
Build vocabulary and world knowledge Model
play dialogue and scenarios
Include appropriate print materials, literacy
tools and interesting artifacts in all centers
Observe and interact with children
Refresh centers with new themes and materials
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Small Group/One-On-One Instruction
Meets individual student needs. Allows for
more intensive instruction.
Maximizes the opportunity for students to
express what they know and to receive feedback.
Serves as an ideal format to provide reading
instruction. Targets specific students needs.
Places students with similar knowledge and
skills in groups of three to five.
Focuses on instructional objectives based on
current assessment data.
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Monitoring Student Progress
Regularly monitor daily activities Use
checklists to record progress In the Tejas LEE
Teachers select a short storybook with
pictures on the top of the page and the text at
the bottom.
The teacher asks the students to point to
Where to start reading on the first page of
text Where a sentence begins and ends A
word, a letter, a capital letter
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Print and Book Knowledge
Prekindergarten
Kindergarten
First Grade
Pretend Read
Pretend Read
Use Printed Materials
Use Printed Materials
Use Printed Materials
in Play and Center
in Play and Center
in Play and Center
Time
Time
Time
Handle and Select
Handle and Select
Handle and Select
Books Independently
Books Independently
Books Independently
from the Classroom
From the Classroom
From the Classroom
Library
Library
Library
Engage in Shared
Engage in Shared
Engage in Shared
Reading Activities with
Reading and Writing
Reading and Writing
Adults
Activities with Adults
Activities with Adults
Receive Teacher
Receive Teacher
Receive Teacher
Support for Reading
Support for Reading
Support for Reading
and Writing Efforts
and Writing Efforts
and Writing Efforts
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Alphabetic Principle
What is it?
Why is it important to literacy acquisition?
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Alphabetic Principle
Understanding that the sequence of letters in
written words represents the sequence of sounds
(or phonemes) in spoken words
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Alphabetic Principle Includes
Recognizing, naming, and producing the letters
of the alphabet
Using letter-sound knowledge and syllables to
decode written language Using a variety of
syllable strategies to read beginning reading
texts and Using letter-sound knowledge to move
towards conventional spelling.
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Recognizing, Naming, and Producing the Letters of
the Alphabet
Rapidly and accurately identify letters of the
alphabet both sequentially and randomly
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ABCDEFGHIJKLMNÑOPQRSTUVWXYZ
MNÑ
Reprinted with permission from Neuhaus Education
Center, Bellaire, Texas.
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Letter-Sound Correspondence Instruction
Is explicit and systematic,
Presents initial instruction of vowels
associated with syllables,
Provides immediate clarification, and
Progresses to blending syllables to read words.
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Guidelines for Teaching Letter-Sound
Correspondence
Teach more frequently-used letters and sounds
Establish a logical order of introduction
Begin with a productive sequence that permits
making and reading syllables and then words as
quickly as possible
Separate the introduction of auditorily
similar letter-sound correspondences
Introduce a few letter-sound correspondences
at a time
Provide many opportunities for practice
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Word Study Strategies for Accurate and Fluent
Decoding
Blend together all of the syllables in a word
Recognize high frequency words Use common
spelling patterns Use common syllable patterns
Use structural clues (compound words, base
words, and inflections)
Use knowledge of word order and context to
support pronunciation and confirm word meaning
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Learning to Spell
promotes letter-sound knowledge and
phonological awareness. develops syllable-word
knowledge. should be taught explicitly.
Phonetic spelling enhances phonological
awareness, accelerates conventional spelling, and
reveals what students know about sounds and
letters.
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Why is Alphabetic Principle Important?
Understanding the alphabetic principle is key
to learning to read in a language that is
represented by an alphabet (Spanish and English).
Research has demonstrated that Spanish
successful readers rely primarily on
syllable-word correspondences rather than context
or pictures to identify familiar and unfamiliar
words.
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Student Expectations for Alphabetic Principle
Prekindergarten Kindergarten First Grade
1.5
(7) Letter
K.7
1.7
Knowledge
K.14
1.8
and Early
K.15
1.9
Word
K.16
Recognition
1.20
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Strategies and Activities to Develop
Alphabetic Principle
Letter Recognition Activities
Letter-Sound Correspondence Activities Word
Study Activities
Spelling Activities
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Monitoring Student Progress
Using formal and informal assessments, regularly
monitor the students ability to
Identify letter names,
Make appropriate letter-sound correspondence
connections,
Make appropriate blending of sounds to form
syllables,
Decode unfamiliar words,
Read single words in isolation, and Read
orally with fluency and accuracy.
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Monitoring Student Progress
In the Tejas LEE, alphabetic principle is
assessed in the sections called
Graphophonemic Knowledge (K)
- Letter-name identification
- Letter-to-sound linking
Graphophonemic Knowledge (1)
- Letter-to-sound linking only
Sight Words (K)
Word Reading (1 and 2) Dictation (2)
Reading Accuracy and Fluency (1 and 2)
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Alphabetic Principle
Prekindergarten
Kindergarten
First Grade
Letter Recognition
Letter Recognition
Letter Recognition
Activities
Activities
Activities
Decoding Practice
Letter-Sound Matching
Letter-Sound Activities
Using Syllable
Activities
to Begin to Read
Knowledge Word Reading Practice
Word Study Instruction (spelling patterns,
syllable patterns, etc.) Appropriate Beginning
Reading Texts Used Explicit Spelling Instruction
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Fluency
What is it?
Why is it important to literacy acquisition?
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Fluency
A combination of rate and accuracy that includes
prosody expression, appropriate phrasing, and
attention to punctuation. It is related to
listening and reading
comprehension, vocabulary development, and
motivation to read.
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Fluency Includes
Prosody - the expression, appropriate phrasing,
and attention to punctuation that readers use
when they read text orally (resembles spoken
language).
Automaticity - implies a quick and accurate level
of recognition, such as the ability to quickly
and accurately associate sounds with letters in
order to read syllables and words.
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Why is Fluency Important?
Fluency is related to listening and reading
comprehension, vocabulary development, and
motivation to read.
Fluent word recognition is the key to good
reading comprehension.
Fluent readers are able to focus attention on
understanding text.
Nonfluent readers focus their attention on
decoding, leaving less attention free for
comprehension.
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Student Expectations for Fluency
Prekindergarten Kindergarten
First Grade
1.9
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Strategies and Activities to Develop Fluency
Model fluency by reading aloud daily, in an
expressive manner, with correct phrasing and
intonation, and at a rate similar to
conversational speech
Choral Reading?reading in unison as a whole
group, small group, or in pairs using an
independent or instructional level text
Chunking?reading phrases, clauses, and
sentences by dividing text into pieces
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Strategies and Activities to Develop Fluency
Repeated Reading - fosters fluent word
recognition through multiple exposures to words,
and enhances comprehension
Teacher-assisted Reading Tape-assisted
Reading Computer-based Reading Partner
Reading
Readers Theater
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Monitoring Student Progress
Monitor students progress for fluency
regularly and frequently
Use texts at students appropriate reading
level
Use One-Minute Reading to calculate students
fluency level
Words
Number of
-
Read

Total Words Read
Errors
Correctly
Per Minute
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Comprehension
What is it?
Why is it important to literacy acquisition?
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Comprehension
The understanding of what has been read aloud,
and what has been read by the student
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Comprehension Instruction Includes
Focused vocabulary acquisition activities and
instruction,
Read alouds to develop listening comprehension
and oral language development,
Use of both narrative and expository texts,
and
Development of comprehension strategies to
self- monitor understanding.
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Vocabulary Acquisition
Can be done through
Instruction
Meanings of new words
Differences between words of similar meanings
Connotations of words
Correct usage of words based on context
Read Alouds and Reading Independently
Many new words and concepts in a variety of
different genres
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Guidelines for Teaching Vocabulary
Relate words and concepts to personal
experiences
Explain new vocabulary in less complex
language
Highlight vocabulary words by using oral or
written cloze procedures
Categorize words to show relationships Help
students use visual imagery to remember words
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Read Alouds
Provide opportunities for students to broaden
their knowledge by listening to texts they would
not be able to read independently,
Improve vocabulary,
Help students build knowledge about their own
culture and the culture of others,
Acquaint students with the language forms of
written narrative and expository books,
Enhance comprehension, and Aid in oral
language development.
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Narrative and Expository Text
Builds and extends world knowledge about a
variety of topics,
Extends vocabulary,
Connects to real life experiences,
Shows how different texts are organized and
written, and
Helps children distinguish different genres
and fact from fantasy.
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Teacher Think Alouds
Demonstrate how readers think as they read,
Allow you to occasionally stop reading and tell
the students what you are thinking, and
Provide a strategy for monitoring
comprehension.
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K-W-L Charts
Activate background knowledge, Set purposes
for reading,
Provide a graphic organizer for expository
text, and
Enhance comprehension.
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Why are Comprehension Strategies Important?
Help students learn how to understand what they
read
Build and extend world knowledge about a
variety of topics
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Written Expression
What is it?
Why is it important to literacy acquisition?
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Written Expression
The expression of thoughts, feelings and ideas in
written form
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Written Expression Includes
Stages of Writing Development Stages of the
Writing Process Reading-Writing Connection
Handwriting Instruction and
Practice
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Stages of
Writing Development
1. Drawing
2. Scribbling
3. Making Letter-like Forms 4. Reproducing Letter
Sequences 5. Using Phonetic Spelling 6. Spelling
Conventionally
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Stages of the Writing Process
1. Pre-writing
2. Drafting
3. Conferencing 4. Revising
5. Editing
6. Sharing or Publishing
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Guidelines for Teaching Writing
Model writing strategies by collaborating with
students to write stories
Teach the stages of the writing process
Use a variety of ways to select writing topics
and organize ideas
Help students learn to write for a variety of
purposes and audiences and in a variety of forms
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Guidelines for Teaching Writing
Introduce writing organizers to help students
draft their writing or follow a specific type of
text structure (narrative expository)
Incorporate instruction in capitalization,
punctuation, grammar, and usage to help students
as they begin to read and write
Provide opportunities for writing conferences
with teacher and peers
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Guidelines for Teaching Writing
Encourage students to spell words
independently by using Word Walls, Word Banks,
and other classroom print
Encourage students to routinely share and
publish their writing
Integrate writing throughout the curriculum
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Reading/Writing Connection
Writing and reading share a reciprocal
relationship.
Writing provides the opportunity for students
to apply the alphabetic principle.
Different text structures and reading content
often are incorporated into students writings.
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Handwriting
Helps students communicate more effectively,
Reinforces and extends writing and reading
instruction, and
Can be problematic for some students who have
dyslexia or other reading difficulties.
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An Effective
Handwriting Program
Includes frequent explicit instruction
Models proper letter formation, correct
posture, pencil grip, and paper position
Provides opportunities for handwriting practice
in isolation and in context and
Incorporates a variety of techniques and
methods to match individual needs.
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Excellent teaching is one of the most effective
means of preventing reading difficulties.
(Burns Snow, 1999)
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