The Essential Elements of Teaching Reading

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The Essential Elements ofTeaching Reading

• Dr. Peterson

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Students This presentation is an overview of the
individual methods and skills that you will be
learning throughout this course. The elements
cannot be taught in one night even though this
presentation includes an explanation of many of
the teaching reading elements. It may seem a
little overwhelming to be presented with so many
methods and skills at once, but it is helpful to
have the big picture broken into tiny pieces
prior to learning about each method. Therefore
this presentation will present theories, methods,
and skills that you will be learning about more
in-depth over the next ten weeks. Dr. Peterson
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References

• Tompkins, G. E. (2006) Literacy for the 21st
  century (4th ed.). Upper Saddle River, NJ
  Merrill/Prentice Hall.
• Reutzel, D. R., Cooter, R. B. Jr. (2005). The
  essentials of teaching children to read What
  every teacher needs to know. Upper Saddle River,
  NJ Merrill/ Prentice Hall.

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Theoretical Basis of Teaching Reading

• Bottom-up
• Top-down
• Interactive
• Transactional
• Refer to Reutzel Cooter pgs. 6-25

• Behaviorist
• Constructivism
• Sociolinguistic
• Critical Literacy
• Refer to Tompkins pgs. 12-16

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Theory 1 Bottom-Up

• Vocabulary taught to students before they read
  the story
• Phonics taught explicitly, directly, and in
  isolation
• Repeated exposure to vocabulary

• Automaticity
• Readers process print by connecting letters to
  their sounds
• Readers learn new words by decoding letter-by
  letter
• Large sight vocabulary facilitates comprehension

cat
c
a
t

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Theory 2 Top-Down

• Whole-language /Whole-word approach
• Story is introduced through predictions
• New vocabulary is learned through predictions
  new words not directly taught before they read
• Phonics taught as needed
• Readers background experience influences
  comprehension

• Psycholinguistic
• Readers process print in large pieces.
• Readers process print by making predictions about
  what comes next on the page and their own
  experiences and knowledge
• Readers gain knowledge of vocabulary by reading
  whole pieces of text
• Comprehension facilitated by focusing on the
  whole text rather than skills or parts

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Dolch High-Frequency Word List
Dolch Sight Word List (Source geminischool.org)
Not a complete list
Gemini Elementary School (www.geminischool.org)
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Theory 3 Interactive

• Combines bottom-up and top-down theories
• Readers apply knowledge and decode print
  simultaneously
• Readers use either text information or background
  knowledge in order to construct meaning and make
  sense of the text.

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Theory 4 Transactional

• Elaboration of the interactive theory
• Includes all elements of interactive but also
  factors in how readers knowledge and experiences
  can influence the way an authors message is
  understood.
• Reader, text, and social or situational settings
  are linked during the reading event
• Readers interpretation of the text varies

• Reader Response
• Reader creates meaning as they read
• Students vary how they read according to efferent
  and aesthetic purposes
• Efferent- reading for information
• Aesthetic- reading for enjoyment
• Comprehensive Reading Instruction

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Theory 5 Behaviorist

• Skinner (1974) students learn to read by
  learning a series of discrete skills
• Teachers use direct instruction methods to teach
  skills in a planned, sequential order.
• Information is presented in small steps and
  reinforced through practice activities until
  students master it.
• Each step is built upon the previous one.

• Students traditionally practice the skills by
  completing worksheets
• Students work individually, not in small groups
  or partners.
• Behavior modification is key teachers use
  rewards and punishment to motivate and control
  students.
• Teacher-centered because it focuses on the
  teachers role as the dispenser of knowledge.

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Theory 6 Constructivism

• Jean Piagets (1969) theoretical framework
  differed substantially from behaviorist theories.
• Learning modification of students cognitive
  structures (schemata) as student interact with
  their environment.
• Schemata is your brains filing cabinet. New
  information is organized with prior knowledge in
  the filing system to create meaning.
• Requires teachers to engage students with
  experiences so that they modify their schemata
  and construct their own knowledge

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Theory 7 Sociolinguistic

• Lev Vygotsky indicated that language helps
  organize thought, and children use language to
  learn as well as to communicate and share
  experiences with others.
• Reflects the culture and community in which the
  student lives.
• Teachers must plan activities that involve
  reading and writing with classmates.

• Social interaction enhances learning in two ways
  scaffolding and zone of proximal development
• Scaffolding teacher supporting students in their
  learning
• Zone of proximal development the range of tasks
  between students actual developmental level and
  their potential development. Teachers eventually
  withdraw support so students can perform the task
  independently.

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Gradual Release of Scaffolds
Zone of Proximal Development
Taking Turns
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Theory 8 Critical Literacy

• Pablo Freires theory of critical pedagogy
  knowledge justice equity
• Language as a means for social action.
• Teachers and students as agents of social change.

• Critical literacy is the highest level.
• Code breakers word study
• Text participants text structures genre leads
  to comprehension
• Text users read and write multigenre texts and
  compare effects
• Text critics examine issues presented in texts
  they read and write

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Comprehensive Reading Instruction

• Modeled Reading
• Shared Reading
• Interactive Reading
• Guided Reading
• Independent Reading

• Modeled Writing
• Shared Writing
• Interactive Writing
• Guided Writing
• Independent Writing

Refer to Tompkins p. 27, Figure 1-5
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(No Transcript)
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(No Transcript)
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Four Instructional Approaches

• Basal Reading Program
• Textbooks contain stories, poems, articles that
  are sequenced according to grade level.
• Literature Focus Unit
• Read and respond to one text together as a class
• High quality literature chosen
• Appropriate for grade level and students
  interests
• Read aloud and shared reading used

• Literature Circles
• Five-six books with multiple copies of each book
  to form literature circle groups.
• Students choose the book they want to read
• Groups formed based on books chosen (four-five
  students per group)
• Reading and discussion schedule created
• Reading Writing Workshop
• Students choose books, read and respond to them
• Students write stories, poems, etc. on
  self-selected topics during writing workshop

Refer to Tompkins p. 32-33, Figure 1-6
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Refer to Tompkins p. 26, Figure 1-4
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Reading Process

• Prereading (Before)
• Activating prior knowledge
• Setting purposes
• Planning for reading/previewing text
• Reading (During)
• Shared reading
• Guided reading
• Independent reading
• Buddy reading
• Reading aloud

• Responding (After)
• Writing in reading logs
• Participating in discussions
• Exploring (After)
• Rereading the selection
• Examining the authors craft
• Focusing on words/sentences
• Teaching minilessons
• Applying (After)
• Projects

Refer to Tompkins p. 48, Figure 2-1
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Four Cueing Systems

• English language is made up of four systems
  together these systems make communication
  possible.
• Children and adults use all four systems
  simultaneously as they read, write, listen, and
  talk.
• Priority and use can vary by person
• Beginning readers rely on phonological

• Four Cueing Systems
• Phonological sound system
• Syntactic structural system
• Semantic meaning system
• Pragmatic social or cultural use system

Refer to Tompkins p. 17, Figure 1-2
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Four Cueing Systems

• Phonological
• Phoneme smallest unit of sound
• Grapheme written expression of a phoneme using
  one or more letters
• Phonological awareness knowledge about the sound
  and structure of words phoneme, onset-rime,
  syllable level
• Phonemic awareness the ability to manipulate the
  sounds in words orally
• Phonics instruction about the phoneme-grapheme
  correspondence and spelling rules

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Four Cueing Systems

• Syntactic system
• Syntax structure or grammar of a sentence
• Morpheme smallest meaningful unit of language
  (i.e., base word or root word)
• Free morpheme a morpheme that can stand alone
  (e.g., color)
• Bound morpheme a morpheme that must be attached
  to a free morpheme (e.g., -ing, -ed, -er, and
  pre-. )
• color -less colorless
• Free bound word

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Four Cueing Systems

• Semantic System
• Semantics meaning
• Synonyms words that mean the same or nearly the
  same thing
• Antonyms words that are opposites
• Homonyms words that sound alike but are spelled
  differently

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Four Cueing Systems

• Pragmatic
• Function purpose for which a person uses
  language
• Standard English the form of English used in
  textbooks and television newscasters
• Nonstandard English other forms of English

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Phonemic Awareness

• Definition
• The ability to hear, identify, and manipulate
  individual sounds (phonemes) in spoken words.
• Phonemes
• Smallest part of spoken language that makes a
  difference in the meaning of words.
• 41 phonemes
• Examples
• If (has two phonemes /I/ /f/)
• Check (has three phonemes /ch/ /e/ /k/

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Phonemic Awareness Includes

• Recognizing which words in a set of words begin
  with the same sound.
• Bell, boy, bat
• Isolating and saying the first or last sound in a
  word.
• Dog begins with the sound /d/
• Combining or blending the separate sounds in a
  word to say the word.
• /m/ /a/ /p/ map
• Breaking or segmenting a word into its separate
  sounds.
• Up /u/ /p/

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Phonics

• Definition
• Teaches children the relationships between the
  letters (graphemes) of written language and the
  individual sounds (phonemes) of spoken language.

A
apple
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Approaches to Phonics Instruction

• Synthetic phonics
• Convert letters or letter combinations into
  sounds, and then how to blend the sounds together
  to form recognizable words.
• Analytic phonics
• Analyze letter-sound relationships in previously
  learned words. They do not pronounce sounds in
  isolation.

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Approaches to Phonics Instruction

• Analogy-based phonics
• Use parts of word families they know to identify
  words they dont know that have similar parts.
• Phonics through spelling
• Segment words into phonemes to make words by
  writing letters for phonemes.

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Approaches to Phonics Instruction

• Embedded phonics
• Letter sound relationships taught during the
  reading of text.
• Onset-rime phonics instruction
• Identify the sound of the letter or letters
  before the first vowel (onset) in a one-syllable
  word and the sound of the remaining part of the
  word (rime).

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Onsets and Rimes

• Onsets
• Definition the consonant sound, if any, that
  precedes the rime.
• Rime
• Definition vowel and consonants that follow the
  onset.
• Example
• /b/ /-at/

Refer to Tompkins p. 128, Figure 4-3 for common
rimes.
Onset
Rime
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Consonants

• Phonemes are classified as either consonants or
  vowels.
• Consonants

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Vowels

• Remaining five letters
• A, E, I, O, U,
• Sometimes y
• Happy
• Baby
• Sometimes w (vowel combination)
• Bow
• Snow

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Phonics Generalizations Rules
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Phonics Generalizations

• Hard c cat
• Soft c cent

Refer to Tompkins p. 129, Figure 4-4
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Phonics Generalizations

• Hard G
• Game
• Soft G
• Giant

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Phonics Generalizations
car

• ar
• er
• ir
• or
• ur

sir
paper
turn
for
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Phonics Generalizations

• -igh
• When /gh/ follows /i/ the /i/ is long and the
  /gh/ is silent.
• Kn- and Wr-
• In words beginning with kn-
• and wr- the first letter is
• pronounced.

SHHH! Quiet!
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Phonics Generalizations

• CV these words have a long vowel sound.
• CVC these words have a short vowel sound.
• CVVC these words have the long vowel sound of
  the first vowel.
• CVCe these words have the long vowel sound of
  the middle vowel and the e is silent.

seat
so
met
me
take
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Vowel Digraph

• Combination of two or three vowels in the same
  syllable that make one single sound.
• Mail
• Heal
• Caught
• Drew
• Few

• Boot
• Cook
• Cough
• Rough

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Vowel Diphthong

• Represented by two vowels in the same syllable
  that combine to make a sliding sound.
• Boil
• Boy
• Cow
• Couch

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Schwa Uh

• In multi-syllable words, often the unaccented
  syllable, contains a vowel sound that sounds like
  uh.
• Ability
• America
• Indelibly
• Medium

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Consonant Digraph

• Combination of consonants that make a new
  consonant sound.
• th
• wh
• sh
• ch
• ph

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Consonant Blends

• Combination of consonants in which you hear both
  consonants.
• bl
• cl
• str
• dr

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Irregular

• Word that looks like it ought to fit a phonetic
  pattern, but sounds like something else.
• head
• have

• Which phonics generalizations purely by sight
  would you say that these two words should fit?
• CV
• CVC
• CVVC
• CVCe

High Crime Words
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Language Arts Skills Strategies
Skills students use automatically and
unconsciously as they construct
meaning Strategies students use strategies on
their own when needed
The main difference between skills and strategies
is that skills are used unconsciously and
strategies are used deliberately.
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Language Arts Skills
These two slides are available on the website as
handouts.
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Language Arts Strategies