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Reading Instruction 2nd 3rd grade April 16
17, 2008

Session 1 Decoding Strategies Sylvia Velasco
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Student Engagement is the Key

• Smart Dog

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Essential Elements of Reading Instruction

• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Text comprehension
• Oral Language

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Stages of Reading Development

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Reading and the Brain
Brocoas area Inferir frontal gyrus
(articulation)
Parieto-temporal (word analysis, meaning
processor)
/p/ /i/ /g/
anterior
Occipito-temporal (word form, letter
identification)
Shaywitz, 2003
p - i - g
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Bridging Recognizing Words and Comprehending
Passages
Connections Across Texts Use of
Reading Strategies Strong Vocabulary
Passage Understanding
Word Recognition
Decoding and Fluency
Phonics Phonemic Awareness
Alphabet Recognition Concepts of Print
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Effective Instructional Techniques

• Unison oral responding
• Signaling
• Pacing
• Monitoring
• Correcting errors and teaching to mastery
• Carnine, Silbert, Kameenui, Tarver, 2004

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Words in the English Language

• 50 are wholly decodable
• 37 are only off by one sound
• 50 of the words we read are made up of the first
  107 high-frequency words.

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Explicit Phonics Instruction

• PA warm up
• Introduce or review sound/spelling (explicit)
• Blending (explicit) - Decoding Strategy
• Decodable text
• Dictation
• Word work

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Phonics Lesson with Decoding Strategy
Instruction

• Step1- Phonemic Awareness warm up
• Step 2- Phonic element/skill review
• Step 3- Word Reading
• Step 4- Word Reading (multisyllabic)
• Step 5- Dictation
• Step 6- Decoding Strategy-
• Busting Big Words

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Phonological Awareness Continuum
Concept of Wordcomparison and segmentation Rhyme
recognition and production Syllableblending,
segmentation, deletion Onset/Rimeblending,
segmentation Phonemematching/isolation,
blending, segmentation, deletion, and manipulation
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Phonics Lesson with Decoding Strategy Instruction
Focus

• Step 1
• Phonemic Awareness- an auditory skill
• Identify/State the purpose of the lesson
• Emphasize that words are composed of discrete
  sounds
• Teacher has lists of words --student do not see
  this list
• Scaffold instruction using hand signals and/or
  manipulatives
• Elicit unison response
• Ensure instruction is practice not a test

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Phoneme Blending Practice Reading First
Template 5 (unifix cubes-green and red on
ends)

• Explain the task- Were going to practice
  blending individual sounds to make words. Ill
  tap a cube as I say each sound in the word. When
  I slide my finger above the cubes , you will say
  the whole word.
• Model the Response- My turn Tap one cube at a
  time as you say a sound from student perspective
  left to right, one second per sound. Then slide
  finger across top of cubes for the whole word.
• Practice the routine- using whole group responses
  with auditory signals of sounds in word.
• Correct Errors - My turn- teacher only
  providing corrective feedback to whole group.
  Followed by your turn for unison response then
  go back two items and continue with list.
• Call on individuals randomly- to monitor for
  mastery
• condensed from Supporting Struggling Readers,
  WRRFTAC, 2003

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Phoneme Segmentation Reading First Template
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• Explain the task- Were going to practice saying
  the sounds in word. Ill say a word. Each time
  I hold up a finger, youll say a sound in the
  word.
• Model the Response- My turn Hold up a closed
  fist, fingers facing you. Every second hold up
  one finger from left to right while saying each
  sound.
• Practice the routine- using whole group responses
  with hands signals of sounds in word.
• Correct Errors - My turn- teacher only
  providing corrective feedback. Go back two words
  and continue practice.
• Call on individuals randomly- to monitor for
  mastery
• condensed from Supporting Struggling
  Readers, WRRFTAC, 2003

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Phonics Lesson with Decoding Strategy Instruction
Focus

• Step 2
• Phonics Introduction of sound (letter
• combinations/sound spellings)
• Write out list of letter combinations words on
  board. (vowel teams are particularly difficult
  for students) alternate with letter/sound
  combinations they already know
• State purpose -identify number of letters used to
  make the sound
• Model and practice hand signals for unison
  response

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Sound/Spelling Review Practice Reading
First Template 7

• Explain the task- Were going to practice saying
  the sounds for some spellings. When I touch to
  the left of the spelling, figure out the sound in
  your head. When I tap under the spelling say the
  sound.
• Model the Response- My turn Use two fingers to
  tap under spellings using 2 letters, use three
  fingers for 4 letter spellings making one sound
  and so on.
• Practice the routine- using whole group responses
  with hands signals of sound spellings .
• Correct Errors - My turn- teacher only
  providing corrective feedback. Your turn use
  hand signal to get correct response from whole
  group. Go back two words and continue practice.
• Call on individuals randomly- to monitor for
  mastery
• modified from Supporting Struggling Readers,
  WRRFTAC, 2003

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Phonics Lesson with Decoding Strategy Instruction
Focus

• Step 3 Word Reading
• State that you will now shift to reading words
  that have the identified sound/letter combination
  (sound spellings)
• Write out selected words intermixed with
  previously taught words
• Use verbal and hand signals to elicit unison
  response.
• Ensure instruction is practice not a test
• Step 4 Word Reading- multisyllabic
• Shift to 2 and/or 3 syllable words and continue
  practice placing index card behind syllables to
  blend parts before asking for word

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Word Reading Spelling Focused Reading First
Template 10

• 1. Explain Task- Today youll be practicing
  reading words. First youll say the sound for a
  spelling in the word when I tap under it. When I
  slide my hand under the whole word, youll say
  the word.
• 2. Model task- My TurnExample
• 1. Write join on the board.
• 2. Point with two fingers together under the oi
  and say sound?
• 3. Tap under oi spelling with two fingers
  together to prompt students to say /oy/
• 4. Point just to the left of word and say word?
  Pause 2 seconds
• 5. Slide hand under whole word quickly to prompt
  students to say join.
• 3. Provide Practice- Your Turn

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Word Reading Spelling Focused Reading First
Template 10

• 4. Correction Procedure-
• For sound error, say My turn. Sound? /_/. Your
  turn Sound?
• For word error say My turn. Sound? /_/
  Word?_____
• Your turn. Sound? _Word?______
• 5. Individual Turns- If student makes error on
  individual turn, provide correction procedure
  with the whole group responding.
• modified from Supporting Struggling Readers,
  WRRFTAC, 2003

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Phonics Lesson with Decoding Strategy Instruction
Focus

• Step 5
• Dictation
• State purpose - make connections between reading
  and writing
• Make distinctions between dictation practice for
  the letter spellings and the spelling tests
• Teacher directed dictations followed by immediate
  feedback
• Keep appropriate pace to avoid down time

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DictationDefinition and Purpose

• Dictation Teacher regularly dictates words
  containing previously taught sound/spellings and
  students use their sound/spelling knowledge and
  the sound/spelling cards to spell the words.
  Instruction progresses to sentences including
  previously taught irregular high-frequency words.
• Dictation connects the decoding (reading) process
  to the encoding (writing or spelling) process by
  demonstrating that the sound/spellings students
  use to read can also be used to communicate
  through writing.

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Sound by Sound Spelling Reading First
Template 8

• 1. Explain the task- Were going to practice
  blending individual sounds to make words. When I
  tap under a spelling say the sound. When I sweep
  my hand under the spellings, blend the sounds.
  When I slide my hand under the whole word, say
  the word.
• 2. Model the Response- My turn Practice this
  one first!
• 1. Write m on board. Say, sound? Tap under the
  m.
• 2. Write a on board ma Say sound? Tap under a
• 3. Touch to the left of ma Say blend. Sweep
  under m and a
• 4. Add s on board mas. Say sound? Tap under
  s
• 5. Touch to left of mas. Say blend. Sweep under
  mas.
• 6. Write k on board mask. Say sound? Tap
  under k.
• 7. Touch to the left of mask. Say blend Sweep
  fingers under the letters
• 8. Touch just to the left of mask. Say word?
  Slide hand quickly under the word.

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Sound by Sound Spelling Reading First
Template 8
3.Provide Practice-using above procedures. Add
one phoneme at a time but some phonemes
need two, three or four letters at a time. Such
as igh for long sound of i, tch for
/ch/ 4.Correction procedure- For sound
error, say My turn and use signaling procedure to
model correction without rewriting missed
spelling then your turn to get students correct
response. Then erase letters and say Lets
start over and re-present word For blending
or Word error, say My turn and model correction
and use your turn signal for student
response then finish the word. 5. Individual
Turn for mastery- If student makes error on
individual turn, provide correction
procedure with the whole group responding.
modified from Supporting Struggling Readers,
WRRFTAC, 2003
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Phonics Lesson with Decoding Strategy Instruction
Focus

• Step 6- Decoding Strategy- Busting BIG WORDS
• Follow steps for explicit strategy instruction
• 1. Direct explanation
• 2. Modeling
• 3. Guided practice
• 4. Feedback
• 5. Application
• Dickson, Collins, Simmons, and Kameenui, 1989

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Strategy Instruction

• I do
• We do
• You do

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Busting the BIG WORDS

• Phonics/Decoding Strategy- Teacher shows
  students how to attack big words on their own and
  prompts use of procedure whenever students are
  reading.
• Write out the big word ( you may chose to write
  out the sentence and underline the word when it
  was a word encountered in their reading). Ask
  students not to call out the word if they
  recognize the word, pretend that it is an unknown
  word.
• Identify any affix (prefix or suffix). Remind
  students that you will only be dividing the base
  word into syllables
• Identify vowels, vowel teams and r-controlled
  vowels (emphasize that every syllable has a
  vowel)
• Mark the syllable break based on syllable rules (
  focus on open and closed vowels but select words
  for practice based on syllable instruction)

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Busting the BIG WORDS

• Phonics/Decoding Strategy (continued)
• 5. Apply syllable rules as needed. (Add the
  consonant to le to form a syllable and never
  separate the vowel from the letter r in r-control
  vowels combinations
• 6. Blend each syllable Focus on open or closed to
  determine a vowel sound.
• 7. Pronounce the word. Remember that words may
  have schwa sounds or sounds not regular-You may
  get an approximation of the word.
• 8. Adjust the pronunciation to get a word you
  recognize.
• 9. Provide a clue if still not successful. Use
  context or syntax clues within sentence or
  teacher simply gives a definition clue.

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Syllable Types
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Important Points RegardingSyllabication

• First teach students to look for prefixes and
  suffixes they recognize and then only apply
  syllabication to the base or root word.
• Point out how common it is for the VC/CV pattern
  to appear in English words. Teach students to
  break between double consonants
• Many students will be able to recognize and read
  r-controlled and vowel team syllables. Explain
  the importance of teaching and understanding open
  and closed syllables to help students with the
  vowel sound.
• Once students are able to see the first syllable
  break in a three syllable word, they can often
  read the word. It isnt always necessary for a
  student to divide the word into all of its
  syllables.

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Take Away Thoughts

• Use phonics assessment to guide instruction.
• Review this training Resource Packet for
  support
• in selecting phonic elements or skills
  for
• instruction.
• Practice busting the big words strategy
  daily
• Remind students to utilize the strategy
  throughout
• the day and apply it to independent
  reading.

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Reading Instruction 2nd 3rd grade

Session 3 Fluency Sylvia Velasco
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• BIG IDEA
• If students can read the words in a passage
  accurately and fluently, their reading
  comprehension will be enhanced.

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Definition of Fluency

• Fluency (automaticity) is reading words with no
  noticeable cognitive or mental effort. It is
  having mastered word recognition skills to the
  point of overlearning. Fundamental skills are so
  "automatic" that they do not require conscious
  attention.

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High-Frequency Words
Only 100 words account for approximately 50
percent of the words in English print. Fry,
Fountoukidis and Polk, The New Reading Teachers
Book of Lists 1985
The quick and automatic recognition of the most
common words appearing in text is necessary for
fluent reading. Blevins, Phonics from A to Z 1998
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Word Reading Practice Reading First
Template 3

• Explain task- Youre going to practice reading
  words. When I touch to the left of the word,
  figure out the word in your head. When I slide
  my hand under the word, say the word.
• Model response- My turn
• Practice with whole group- Your Turn
• Correction -for irregular words, use say spell
  say technique. Say word? and give correct
  response then say spell and spell out word while
  tapping under each letter. Finally touch to the
  left saying word? to model correct response
  again. Back up two words and continue practice.
• Individual turns to monitor mastery

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Repeated Reading Practice withHigh Frequency
Words and Phrases

• Often its not the words that carry the meaning
  but the phrase.
• Practicing to read in phrases will improve
  reading fluency and overall achievement.
  (Rasinski,1994)

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Phrased Text lesson

• Day 1
• Select short reading passages
• Mark phrase boundaries with dots or slashes.
  These are initially marked by teacher but may
  involve students in the activity.
• Highlight with markers- circle commas, underline
  periods or endmarks.
• Remind students of the importance of reading in
  phrases and explain purpose of markings.
• Read texts to students emphasizing and slightly
  exaggerating the phrases while students track (
  tap once for comma twice for endmark)

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Phrased Text lesson (continued)

• Choral read passage with students emphasizing
  good expression
• Students practice passage 2-4 times with partner
• Day 2
• Repeat procedure from first day using the same
  text without the markings to help students
  transfer understanding of phrased reading to
  conventional text.
• Call on students to perform the text orally for
  the group

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Levels of Challenge

• Independent reading level 97
• Instructional level 94-97
• Frustration level 93 or lower
• For fluency building, materials should be at
  instructional level or above.
• (Modified from Hasbrouck 1998)

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Definition and Purposeof Decodable Text

• Decodable text Text in which most words (i.e.,
  80) are wholly decodable and the majority of the
  remaining words are previously taught sight
  words, including both high-frequency words and
  story words.
• Instruction should always provide students
  opportunities to apply what they are learning in
  the context of use. Decodable text builds
  automaticity and fluency in beginning readers. It
  is used as an intervening step between explicit
  skill acquisition and students ability to read
  authentic literature.

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Reading Decodable Text

• 1. Student engagement with the text is critical!
• 2. Use verbal or auditory signals for choral
  reading.
• 3. Prompt students to track the text by pointing
  under (not over or on) the text with their finger
  to ensure they are actually looking at the words.
• 3. Teacher MUST monitor student response to make
  sure students are not just parroting students
  next to them.
• 4. Release supports (scaffolding) as quickly as
  possible
• 5. Students who struggle with reading decodable
  text need to have opportunities in small groups
  to read and be monitored more closely by the
  teacher. This will increase success with the time
  spent reading during whole-group instruction.

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Neurological Impress Method

• Intensive support for reading
• teacher or partner read simultaneously
• The more proficient partner reads slightly
  louder with a
• conscious effort to direct voice into students
  left ear for
• imprint to the brain
• begin with just a few minutes a day and should
  not ever
• be more than 15 minutes a day.
• Research on NIM report great gains within 6
  weeks
• (Heckelman.1969)

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Utilize passage reading procedures that provide
adequate reading practice.

• Eradicate Round Robin
• Example practices
• Cloze Reading
• Silent Reading
• Echo Reading
• Partner Reading
• Choral Reading
• Pop corn Reading
• Jump In Reading

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Choral Reading or Echo Reading
Common features- Teacher models fluent reading-
sets the pace, phrasing and expression Choral-
students reads passage with students (may require
teacher model first, followed by choral
read) Echo- teacher reads 2-3 sentences then
students echo the same text.
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Why Fluency is Important

• It provides a bridge to comprehension.

Passage Understanding
Word Recognition
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Find the Error

• Lynn is a 3rd grade student. Its the middle
  of year and she has tested strategic (below grade
  level) in oral reading fluency. She passed each
  section of the phonics assessment with at least
  80. Her teacher decides she needs work on
  fluency. She will work on timed repeated
  readings for thirty minutes daily in addition to
  her grade level reading program.

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Take Away thoughts

• No amount of fluency instruction can compensate
  for not being able to decode the words.
• Modeling and encouragement of prosodic reading
  can lead to engaging comprehension processes that
  will increase fluency
• Utilize wide reading and experience with multiple
  text structures to plan reading
  supports/scffolds,
• Consider some form of accountability to ensure
  comprehension processes being engaged.

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• Sylvia Velasco
• Regional Program Specialist
• NM Reading First
• sylvia.velasco.recixnm.org