A Sequential Approach to Teaching Reading

1
A Sequential Approach to Teaching Reading

• DAY TWO!

2
DAY TWO!

• Day Two Agenda
• Incorporating Centers
• Block 5-Differentiated Text
• Assessment Tools
• Interactive Review
• The Alphabet Series
• Lesson Plans
• Create Your Own Lesson Plan

3
Incorporating Centers

• MacMillan Work Stations
• Red Words/High-Frequency Words
• Swap Card Games
• Dice Game
• Software Programs
• SIO
• Word Maker
• Raz Kids
• Reading A-Z
• Fluency Drills
• Beat the Clock

4
Differentiated Text

• Controlled Text
• Focus Accuracy and automaticity of single word
  reading.
• Examples Controlled text word lists, phrases
  and sentences determined by the word structure
  that has been directly taught
• Goal of Instruction To develop basic skills for
  both reading and spelling.
• --2003 Wilson Language Training Corp.

5
Differentiated Text

• Decodable Text
• Focus Fluency
• Examples Passages determined by word structure
  directly taught. Consider childs interest and
  background schema.
• Goal of Instruction To develop fluent and rate
  appropriate independent reading of connected text
  for meaning. Also, to develop oral reading with
  ease and expression. --2003 Wilson Language
  Training Corp.

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Differentiated Text

• Enriched Text
• Focus Vocabulary and comprehension
• Examples Narrative and expository text
  determined by highest appropriate instructional
  listening comprehension level of student.
• Goal of Instruction Passages are read to
  students so they can develop comprehension and
  vocabulary skills at a higher level than their
  decoding ability.
• --2003 Wilson Language Training Corp.

7
Leveled Text

• Books are "leveled" (i.e. placed in a certain
  category) based on the criteria of the person or
  entity leveling the books. Irene C. Fountas and
  Gay Su Pinnell, the developers of Guided Reading,
  advocate these stages
• Emergent Readers (Levels A-E)
• Early Readers (Levels F-J)
• Early Fluent Readers (Levels K-P)
• Fluent Readers (Levels Q-W).

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Leveled Text

• The Lexile Framework is another leveled text
  tool. Lexile measures reader ability and text
  difficulty by the same standard as the Fountas
  and Pinnell model.
• The leveling of texts allows teachers to match
  books with an individual student's reading
  ability.

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Differentiated Text Examples

• Students will have numerous chances for
  successful practice with
• The Alphabet Series
• Wilson student reader stories
• Macmillian fluency and leveled readers
• High Noon Books-Sound Out Chapter Books
• Bruce Larkin Easy Readers
• Phonics through Poetry
• Reading/Writing Complex Rhymes
• Picture books
• Trade books

10
Categorizing Fluency

• Readers fall into six different categories.
  (Jerry Johns 2008)
• Those categories are listed, behaviors are
  defined and suggestions for focus are given in
  the handout.

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Assessment Tools

• Sequential Sound Chart
• Really Great Reading Survey
• Stage 2 Assessment
• Running records
• Dr. Frys informal reading assessments
• Aimsweb

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Welcome back from lunch!

• Can you solve these trivia questions?
• What is the shortest ology (study of) words?
• What is the only word in which an f is
  pronounced like a v?

13
Interactive Review

• Practice the three part sound drill (Block 1)
• Group Graphic Organizer
• Graphic Organizer for teaching a new concept
  (Block 3)

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The Alphabet Series

• 3 copies of each text from 3 levels
• Workbooks 1-8
• Cheat Sheet
• Oral reading
• Silent reading
• Repeated readings

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Lesson Plan Examples

• Real students
• Lesson Demo

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Create Your Own Lesson Plan

• Lists of K/1 students who are struggling readers
• Criteria for intervention
• Bottom 15 of spring ISEL scores
• Phonemic awareness
• Letter sounds
• Not in Reading Recovery

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Create Your Own Lesson Plan

• Choose a student or group of students
• Think a bit about where to start with this
  student or group
• Refer to your Recipe for Reading book
• Use your binder for reference and the lesson plan
  examples
• Browse through the series of books and poems for
  appropriate text to use.

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Questions

• Website info for evaluations
• THANK YOU!
• We appreciate your attendance and positive
  attitudes in trying this intervention.
• Email or call one of us if you need help or have
  questions as school begins.
• JudyNimmo_at_sd54.org 6895
• CaronGibbert_at_sd54.org 2074