Presented by Kelly Robertson

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Reading in the Primary Classroom Teaching with
a Hands-On Approach

• Presented by Kelly Robertson
• Kelly.Robertson_at_adair.kyschools.us

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Continuing Education Option Rank Change Plan

• The program is sponsored by GRREC.
• Earn a Rank II or Rank I change
• Valid only in Kentucky
• Timeframe 18 months - 4 years
• Developed by the Education Professional Standards
  Board
• Go to www.kyeducators.org for more information.

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Workshop Goal

• Examine the top 5 Best Practices for literacy
  success
• Analyze the differences between the five
  essential components of reading.
• Learn how hands-on activities can be used to
  teach reading skills.

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Lets Discuss!Essential Questions for Today

• 1. Why is it important to implement a
  research-based reading curriculum?
• 2. How will I authentically assess my children
  in reading?
• 3. How do I incorporate centers that are
  personalized to meet individual needs?
• 4. How do I incorporate the 5 Essential
  Components of Reading on a daily basis?
• 5. Why is collaboration an important part of my
  reading success in the classroom?

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5 Essential Components of Reading

• The No Child Left Behind Act was signed into
  law on January 8, 2002. It establish Reading
  First as a evidence-based program to improve
  reading skills in American students. The
  following components were identified as essential
  in an early reading program
• Phonemic Awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension

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Kentucky Standards

• These are examples from the Combined Curriculum
  Document from the KY Dept. of Education
• Core Content RD-EP-1.0.1
• Students will apply word recognition strategies
  (e.g., phonetic principles, context clues,
  structural analysis) to determine pronunciations
  or meanings of words in passages.
• DOK 2
• Academic Expectations 1.2 Students make sense of
  materials they read.
• Program of Studies EL-P-FF-S-4 Students will
  use a variety of reading strategies to understand
  words, word meanings, and texts to develop
  breadth of vocabulary
• a)       formulate questions to guide reading
  (before, during and after reading)
• b)       apply word recognition strategies (e.g.,
  phonetic principles, context clues, structural
  analysis) to determine pronunciations or meanings
  of words in passages
• c)       use context clues to identify the
  correct meaning as the word is used
• d)       apply knowledge of synonyms, antonyms,
  homonyms/homophones, or compound words to assist
  comprehension
• e)       apply the meanings of common prefixes or
  suffixes to comprehend unfamiliar words
• f)         organize words by categories (e.g.,
  water is a liquid), functions (e.g., water is for
  drinking), or features (e.g., water flows)

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National Standards for the English Language Arts

• 1 Students read a wide range of print and
  non-print texts to build an understanding of
  texts, of themselves, and of the cultures of the
  United States and the world to acquire new
  information to respond to the needs and demands
  of society and the workplace and for personal
  fulfillment. Among these texts are fiction and
  nonfiction, classic and contemporary
  works. 2.  Students read a wide range of
  literature from many periods in many genres to
  build an understanding of the many dimensions
  (e.g., philosophical, ethical, aesthetic) of
  human experience. 3.  Students apply a wide
  range of strategies to comprehend, interpret,
  evaluate, and appreciate texts. They draw on
  their prior experience, their interactions with
  other readers and writers, their knowledge of
  word meaning and of other texts, their word
  identification strategies, and their
  understanding of textual features (e.g.,
  sound-letter correspondence, sentence structure,
  context, graphics). 4.  Students adjust their
  use of spoken, written, and visual language
  (e.g., conventions, style, vocabulary) to
  communicate effectively with a variety of
  audiences and for different purposes.
• 12. Students use spoken, written, and visual
  language to accomplish their own purposes (e.g.,
  for learning, enjoyment, persuasion, and the
  exchange of information).

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Why use a hands-on approach?

• Primary-age children need concrete examples they
  can see and touch .
• Objectives are retained when children are able to
  apply them to real world situations.
• BECAUSE ITS FUN!!!

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Effective Instructional Practices

• Research-based reading programs focus on
  systematic and explicit instruction.
• Systematic- a plan of instruction that includes
  carefully selected objectives that are organized
  into a logical sequence.
• Explicit- programs that provide teachers with
  precise directions for teaching specific
  objectives.

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5 for Literacy Success!!!

• 1.Incorporate the 5 Essential Components of
  Reading
• 2.Teach using direct, small-group instruction
• 3. Conduct on-going reading assessments
• 4. Incorporate Literacy Centers
• 5. Collaboration among staff

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What is Phonemic Awareness?

• The ability to notice, think about, and work with
  the INDIVIDUAL SOUNDS in spoken words.
• Children need to work with sound manipulation
  before they learn how sounds work in words.
• Children need to be aware that letters in written
  words represent the phonemes in spoken words.

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Where do I start?The most important skills
learned in Early Primary are
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What does research say about teaching phonemic
awareness?

• Research indicates that PA can be acquired, on
  average, in 20 hours or less of instruction. More
  does not appear to enhance the benefits.
• The most important types of PA are blending and
  segmenting because they provide the foundation
  for acquiring decoding and spelling skills.
• Listening activities are also a key component of
  phonemic awareness.

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What is Phonics Instruction?

• Teaches children the relationships between the
  letters (graphemes) of written language and the
  individual sounds (phonemes) of spoken language.
• Teaches children to use these relationships to
  read and write words.
• Goal- learn to use the alphabetic principle.

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Sight Words

• Sight words are words that are recognized
  immediately.
• The ULTIMATE GOAL is for all words, regular and
  irregular, to be read automatically with little
  effort.

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Word Walls

• Phonics and word study are both part of effective
  reading instruction.
• Select words from a variety of sources. A super
  source for Words of the Week is
  http//carlscorner.us.com/
• Limit the number of words that are added. We add
  5 per week.
• Provide many opportunities for word wall
  practice.

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Monitor Student Progress

• Regularly monitor
• student knowledge of letters and letter-sound
  correspondences.
• their ability to decode as they read words and
  text.
• Regularly assess knowledge of letter names,
  letter sounds, blending skills, and decoding
  skills.
• Listen to students READ ALOUD instructional level
  texts.

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What is Vocabulary?

• Words we must know to communicate effectively.
• Very important in learning to read and reading
  comprehension.
• Oral vocabulary, the words we use in speaking or
  recognize when listening, is the first
  vocabulary.
• Reading vocabulary are the words we recognize or
  use in print.

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What is Fluency?

• The ability to read a text accurately and
  quickly.
• Readers recognize words automatically.
• The ability to group words quickly to gain
  meaning from what is read.
• Reading aloud with expression.
• Sounds natural, or comfortable.
• Provides a bridge between word recognition and
  comprehension.

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What does research say about fluency?

• Repeated and monitored oral reading improves
  fluency and overall reading achievement.
• Four readings are usually sufficient.
• Model fluent reading DAILY.
• Silent reading should not replace direct
  instruction with feedback.
• Must be developed systematically.

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What is Text Comprehension?

• The reason for reading.
• Understanding the meaning of text
• Remembering what was read.
• The ability to communicate with others about what
  was read.
• Graphic organizers are great tools that focus on
  comprehension.

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Teaching Tips

• SCHEDULE A MINUMUM OF 90 MINUTES OF UNINTERRUPTED
  READING INSTRUCTION DAILY!
• Use one-on-one, small group, and whole group
  instruction when appropriate.
• A well-designed reading program should include
• Explicit instructional strategies
• Coordinated instructional sequences
• Ample practice opportunities
• Aligned student assessments
• Supplement/enhance for enrichment and/or
  interventions with research-based strategies and
  activities.

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Assessment Tips

• Gather baseline data.
• Assess each area before you begin.
• Assessment data drives instruction.
• Assess frequently to monitor progress and
  instructional effectiveness.
• Assess children in all 5 areas of reading
  regularly.

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Developmental Stages of Writing

• Pictures-student drawings
• Scribbling-Random assortment of marks
• Letter-like Symbols-Letter-like forms emerge,
  randomly placed, and are interspersed with
  numbers
• Strings of Letters-more legible letters in all
  capital letters
• Beginning Sounds Emerge-Recognize difference
  between a letter and word
• Consonants Represent Words-Spaces between words
  and beginning sentences that tell ideas
• Initial, Middle, and Final Sounds-Spell sight
  words correctly, names, etc. Writing is very
  readable
• Transitional Phases-Spell words in standard form
  with all syllables represented
• Standard Spelling-Uses multiple sentences with
  many words in convential spelling, applies
  punctuation and capitalization rules

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• Create a Successful Writing Program in Your
  Classroom!
• Presented by
• Christie Paxton
• A summary of my web page information found at
• http//www.adair.k12.ky.us/cwce/cpaxton/paxtonhome
  page.htm

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• The Plan
• Step 1 Determine a curriculum plan.
• Step 2 Use research-based strategies. 
• Step 3 Use both formal and informal assessments.
• Step 4 Identify your "best practices." 
• Step 5 Create a writing environment in the
  classroom.

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Step 1 Determine acurriculum plan.
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Adhere to national/state/local standards.

• The following are links that identify the
  standards and indicators of primary writing
• National Council of Teachers of English
• Kentucky Department of Education Primary Writing
  Core Content
• Adair County 1st Grade Writing Curriculum Map

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Create a mapping template

• Create a list of EVERY skill you need to address
  for your grade level.
• Create a table chart with the following
  information
• Time Frame
• POS
• CC 4.1
• Assessment
• Essential Vocabulary
• Essential Questions
• Activities and Resources

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Time Line

• Your table should address a 36 week timeline.
• Plan 30 weeks of strong, content-centered
  instruction.
• Six weeks is allowed for settling in at the first
  of the year, holidays that break up weeks,
  testing, and end of the year schedules.

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Step 2 UseResearch-Based Strategies
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If possible, secure a research-based writing
curriculum program.

• Focus should be systematic and explicit
• Provide differentiated instruction models
• Student-friendly
• Clear plan for implementation
• Assessment plan
• Look for added bonuses such as CD-ROM programs,
  grammar skills integration, daily oral language,
  etc.

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Use Hands-on Strategies

• Tactile experiences are engaging for young
  children and a proven research-based strategy.
• Look for ideas
• From your colleagues
• Resource catalogues
• Internet
• Make them yourself!

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Practice Grammar/Editing Skills on a Daily Basis

• Many Daily Oral Language/Editing programs are
  available in resource books.
• Model at least one sentence with the focus skill
  as a group activity.
• Have children complete 3-5 sentences at least 3
  times per week.34

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Step 3Use Both Formal and Informal Assessments
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Data Guides Instruction

• Perform initial assessments to establish a
  baseline for the years instruction plan.
• Include your assessment in your curriculum
  mapping plan to ensure that you assess on a
  regular basis.

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Formal Assessments

• Your school should have some type(s) of formal
  assessment(s) in place.
• These are performed 2-4 times per year.
• Formal assessments are excellent tools for
  determining students who need resource or Title I
  assistance.

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Informal Assessments

• Use a variety of informal assessments throughout
  the year
• STAR Early Literacy
• Teacher/student/peer conferencing notes
• Learning Logs
• Journals
• The Internet has an endless supply of informal
  assessment ideas- Google it!

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Step 4Identify yourBest Practices
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• Organize Your Ideas
• Create table charts for your collection of
  literacy center activities. Keep the charts in or
  near your lesson plans binder for easy access.
• Binders are another great way to store lesson
  ideas. Use clear plastic sleeves for the lesson
  plan and examples.
• If you find a few ideas in a resource book that
  you want to keep, copy them and put them in your
  best practices binder.
• Sort your resource books. Keep the ones that are
  full of great ideas separate from others. It
  saves lots of digging time!

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Step 5Create a Writing Environment in the
Classroom
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Establish a Writing Center/Area

• I have organized templates for the different
  writing stages in a small shelf. Keeping these
  items handy helps children learn the different
  steps of the process. I also have markers, color
  pencils, scissors, theme paper, graphic
  organizers, etc. in the same area.

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Another Example

• My writing tri-fold includes
• The writing process
• A process checklist
• Topic ideas
• Author study
• Word Wall words
• Descriptive words
• Monthly vocabulary

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Display Writing InformationEverywhere in Your
Room!

• Use posters/mini-posters. Examples include the
  Writing Process, nouns, verbs, adjectives,
  adverbs, antonyms/synonyms, etc.
• Incorporate lessons that use the posters into
  your daily instruction.

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Literacy Centers

• Select relevant materials
• Modify when necessary
• Quality vs. quantity
• Introduce/model
• Determine accountability

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References

• Put Reading First. The Building Blocks for
  Teaching Children to Read www.nifl.gov
  (information from professional development
  presented by Terry Ralston, NBCT)
• Florida Center for Reading Research www.fcrr.org
• Partnership for Reading Explore the Research
  www.nifl.gov
• Reading First www.ed.gov
• Standards for the English Language Arts
  www.ncte.org

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References

• Areglado, N. Dill, M. (1997). Lets Write A
  Practical Guide to Teaching Writing in the Early
  Grades. New York Scholastic Books.
• Frank, M. (1995). If Youre Trying To Teach Kids
  How To Write. Nashville, TN Incentive
  Publications, Inc.
• Gambrell, L., Morrow, L.M., Pressley, M.
  (2003). Best Practices in Literacy
  Instruction-2nd. Edition. New York Guilford
  Press.
• Kentucky Department of Education-http//www.educat
  ion.ky.gov/KDE/Default.htm.
• National Council of Teachers of
  English-www.ncte.org