A Sequential Approach to Teaching Reading

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A Sequential Approach to Teaching Reading

• Some ideas taken from Orton-Gillingham, Wilson
  Reading, and Project Read
• Sequence based on Recipe for Reading
• by Frances Bloom

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From Macmillians Treasures

• Phonics instruction builds upon childrens
  developing phonological and phonemic awareness by
  linking the auditory and visual systems in the
  brain that are needed to make meaning of printed
  text. Children of all ability levels will learn
  phonics skills best when they are taught through
  explicit instruction.
• --Dr. Jan Hasbrouck

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Why this class??

• Some Struggling Readers Need Additional
• Powerful, explicit, meaningful, and interesting
  instruction in phonics and other principles of
  how words are constructed.
• Numerous opportunities to use phonological
  information while reading and writing continuous
  text.
• --Pinnell Fountas

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Class Purpose

• Teachers need to know about phonological and
  orthographic awareness and the role of these
  important processes in reading and writing.
• Teachers need guidelines for designing effective
  ways to help children focus on letters, sounds,
  words and how they work.
• Skillful teaching that ensures individual
  learning requires close, thoughtful observation
  as well as systematic ways of planning and
  organizing instruction for groups.
• --Fountas Pinnell

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Three Days Together!

• Day One Agenda
• Introduction and Research
• Materials and tools
• 5-block lesson plan overview
• Block 1- Three part drill in detail
• Block 2- Red words
• Block 3- Teaching a new concept
• Block 4- Dictation

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Three Days Together!

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

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Research

• Reading Research (binder)
• Language-based approach
• Multi-sensory
• Sequential and systematicscope sequence
• Direct, implicit vs. explicit instruction
• Students are successful, yet challenged,
  increasing positive feelings toward learning and
  reading
• Active learning with responsive teaching, rather
  than passive drill

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Facts About Language

• Spoken language is innate. It is instinctive.
• Language does not have to be taught.
• All that is necessary is for humans to be exposed
  to their mother tongue.
• Chomsky and Pinker in Overcoming Dyslexia
  (Shaywitz, 2003)
• Speaking is a natural development
• reading is an unnatural act.
• Wolfe and Nevills (2004)

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Building Blocks of Oral Language and Decoding

• Decoding
• the ability to use the alphabetic principle to
  sound out words when reading
• Phonics
• reading instructional practices that stress
  sound-letter (phoneme-grapheme) relationships and
  patterns
• Phonemic awareness
• the ability to understand that words are made up
  of a sequence of phonemes - key to the alphabetic
  principle
• Phonological awareness
• the ability to segment words into syllables and
  sounds and identify similarities in sound
  patterns (first sounds, rhymes, etc.)
• Phonemes
• the smallest elements of speech that signal
  differences in meaning (speech sounds)

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Gradual Release of Responsibility

• Procedures for this intervention use the gradual
  release of responsibility format
• Teacher models-100 responsibility
• Teacher and student guided practice 50-50
  responsibility
• Student independent-100 responsibility

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Materials and Tools

• We will build your materials kit together
  starting with the Recipe for Reading Book
• Binder has PowerPoint note pages and coordinating
  resources.
• Many of these resources are available from the
  literacy link http//www.sd54.org/literacysuppor
  ts/
• You will be ready to teach when you leave on
  Friday

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Overview of Lesson Plan

• Five Blocks
• Three Part Sound Drill
• Red Words/High Frequency Words
• Teaching new phoneme/rule/concept
• Dictation-decoding and encoding
• Comprehension and fluency

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Block ONE Three Part Drill in Detail

• Part One Visual Procedure
• Use sound cards (Sound Cards from Wilson)
• Model procedure- Say
• Letter name, key word, phoneme sound OR
• phoneme sound letter name
• Student repeats
• Letter name, key word, phoneme sound

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Three Part Drill in Detail

• Part Two Auditory/Kinesthetic Procedure
• Dictate review sounds
• Get students attention, say sound
• Students repeat sound, name letter and sound
• Use various multi-sensory activities to spell
  sounds
• Gel boards
• White boards
• Variety of pencil/paper choices
• Chalk and slates
• Finger paint, pudding, hair gel experiences
• Sand, sand tray

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Three Part Drill Detail

• Part Three Sound Blending Procedure
• Use manipulatives (Magnetic letters, MacMillan
  Sound Boxes, letter tiles, etc.)
• Arm/Finger tap
• Use real and nonsense words
• Nonsense in assessment
• Use nonsense so student is familiar with
  syllables
• Teacher displays two or more phonemes
• Students and teacher repeat together
• Students repeat

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Activities( Refer to your manual for the details
of each game and additional games to use)

• Hula Hoop Sounds
• Rolling Sounds
• Dartboard Sounds
• Magnetic whiteboard blocks
• Flip books
• Sound sliders
• String-a-word

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VOWELS

• Short vowel sounds
• These are the hardest
• Drill every time
• Use movements that mimic facial expressions
• Alternate activities
• Implement the Vowel Intensive (Use of craft
  sticks and pictures. See Block 1 directions)

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Red Words

• Block Two High Frequency Words
• Assessment (Use your favorite sight word list)
• Materials (Red Folder, red crayon, plastic
  screen, paper, pencil and word list)
• Multi-sensory Procedure (Refer to binder for
  details- pink sheet)
• Recipe Box (Should contain words that student
  needs to learn. As student learns word, save
  card in the back of the box. Each Monday the
  student gets new words. Each Friday the student
  reviews all words.)

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Welcome Back from lunch!

• Can you solve these trivia questions?
• 1. What is the longest word you can spell
  without repeating a letter?
• 2. What is the longest word with just one vowel?

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Sequential Sound Chart

• Please refer to the Sound Chart on the back of
  the notebook and in the assessment section of the
  notebook
• Following this chart will close phonetic gaps and
  ensure explicit teaching
• Use this chart for
• Data collection/assessment
• Progress monitoring

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BLOCK 3 Teaching a New concept

• Teaching systematically with a multi-sensory
  component is essential to tapping into a childs
  sensory learning pathways, and solidifying
  mastery. Some student need concrete explicit
  instruction before moving into the abstract.
• Orton Gillingham Program

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BLOCK 3 Teaching a new concept

• Show new concept/letter card.
• Bring in one object students can touch and feel
  (key word)
• Students practice making the grapheme on special
  paper to ensure correct letter formation.
• Brainstorm words beginning with that sound and
  letter. Write words on board and discuss word
  families or patterns
• Students write letter three times in the sand
  tray, on desk, with dry erase board.

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A Few suggestions for multi-sensory objects

• c-cookie, cars sh-shoe
• o-octopus, olives th-thumb
• a-apple wh-whistle
• d-dime ph-phone
• g-gum ck-chalk
• m- MMs ea-bead
• L-licorice oa-boat

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Incorporating Letter Formation Instruction

• Various paper and pen supports
• Reading a-z alphabet worksheets
• Reading a-z alphabet books
• www.a-zreading.com

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BLOCK 4 Dictation

• Move from individual phonemes to sentences (After
  4 sounds, you can teach words. After 9 sounds,
  you can dictate sentences)
• Procedures progress from teacher modeling,
  student repeating, student writing and repeating
  simultaneously.
• Dictation page
• Dictation using dry erase boards, etc.

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Proofreading Procedure

• COPS
• Capitalization
• Organization
• Punctuation
• Spelling
• (Moving toward self monitoring)

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To decode multi-syllabic words

• Students must be able to divide words into
  recognizable chunks.
• Some students develop a sense of syllabication
  breaks independently through their exposures to
  print.
• Some students need explicit instruction because
  they cant readily identify syllable boundaries.
• -Eldredge, 1996

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Teaching The Concept of a Syllable

• Begin in first grade
• Compound words
• Words with double consonants
• Words with common prefixes and suffixes (un, re,
  s, es, ing, ed)
• of times mouth opens (mirrors)
• of times jaw drops
• Each syllable one push of breath

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Syllabication Strategies

• Keep rules simple and general
• Use known words initially
• Students must see and hear words in parts
• Scoop syllables to mark them
• Use sound cards or letters initially
• Use syllable cards spelling procedure

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Teaching Syllable Types

• Closed syllable
• Vowel-consonant e syllable
• Open syllable
• Consonant le syllable (-al, -el)
• R-controlled syllable
• Vowel teams syllable

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Closed Syllable

• One closed syllable
• Consonant-vowel-consonant
• Multi-syllabic closed syllables
• VCVpanic VCCV ticket
• VCCCV distract VCCCCV grandchild
• Rules to divide closed syllables
• Each syllable has a vowel
• Digraphs and blends stay together

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Using Syllable Cards

• Make two syllable words
• Use while envelope in front pocket of binder
  labeled Syllable Cards
• These are all closed syllable words
• Variations
• Use word card sheets in binder to match syllable
  cards with words
• Have all the first syllables in a row so students
  only find second syllables to make words.

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Vowel-Consonant-e Syllable

• Magic e
• Refer to p. 100-107 in Recipe for Reading
• Refer to p. 72-78 in Wilson Instructor Manual,
  Student Reader 4
• Add long vowel sounds to Three Part Sound Drill
• a-apple-a, a-safe-a
• e-elephant-e, e-Pete-e
• i-itch-i i-pine-i
• o-octopus- o o-hope-o
• u-up- u u-mule-u
• Use word cards or tiles to present syllable type.
  
• Sorting closed and VCe syllable types
• Tap/tape, hop/hope, rid/ride, plan/plane, etc.

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Open Syllable

• Vowel open on the end vowel says its name
  (long sound).
• Use known syllable types to explain difference of
  new syllable type.
• Compare and contrast syllables
• Hit-(closed), Hi- (open)
• For more information refer to
• p. 108-110 in Recipe for Reading
• p. 79-83 in Wilson Instructor Manual
• Wilson Student Reader 5.1 and 5.2

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Consonant le syllable

• C-le can only be in the last syllable in a
  multi-syllabic word
• Always has three letters
• Maple, apple, castle, bubble
• Also al (hospital, global)
• Also el (model, nickel)
• For more information refer to
• p. 147-149 in Recipe for Reading
• p. 94-96 in Wilson Instructor Manual
• Wilson Student Reader 6.4

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R controlled syllable

• R is bossy and controls vowels
• Ar, er, ir, or, ur
• Easy to read, harder to spell
• Bark, fern, bird, born, burn
• More information refer to
• p. 135-141 in Recipe for Reading
• p. 108-116 in Wilson Instructor Manual
• Wilson Student Book 8

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Vowel Team Syllable

• Vowel digraph two vowels that represent one
  vowel sound (ee)
• Diphthong-two or more letters that begin with one
  vowel sound and glide into another vowel sound
  (oi)
• Ai, ay, ee, ey, oa, oe, ue, oe, oy, au, aw, ou,
  ow, oo, ea eu, ew, ui
• For more information refer to
• p. 115-132 in Recipe for Reading
• p. 117-128 in Wilson Instructor Manual
• Wilson Student Book 9

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Syllable Activities

• Sorting
• Sample words- two and more syllables
• Syllable Cards
• 100 most common non-word syllables
• Compound Word List
• Making two syllable words

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Four Syllable Sort Answers

• Closed syllable words
• clock, bench, stink, damp, blush
• V-e (magic e) syllable words
• flute, dime, globe, Pete, scrape
• Open syllable words
• no, she, cry, hi, flu
• R-controlled syllable words
• Yard, curb, born, fern, swirl

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More Syllable Resources

• Recipe for Reading p. 229
• Appendix B Syllabication Overview
• Wilson Reading Program
• Wilson Instructor Manual p.9
• Wilson Rules Notebook p.15-23
• The Reading Teachers Book of Lists p. 43-44

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COLLABORATIVE PRACTICE

• Can you do it ???
• Sort four syllable types
• Use small manila envelope in front pocket of
  binder labeled Sorting Syllable types
• Use practice sheet in binder to sort on.

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That was a lotstayed tuned!