- Jul 2015
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networkedlearningcollaborative.com networkedlearningcollaborative.com
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Assess and Track Students’ Fluency Over Time
- track students' progress and motivate
- provide feedback This is important to determine how you can help a student with reading .
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Poetry Readings
- repeated readings of poems
- can be creative
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Special education teachers who pull students out of their general education classes for small group instruction might consider cooperating with the classr oom teacher to make reader’s theater work
This is a great idea because it will help them with repeated reading and their fluency while reading.
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Reader’s Theater
- Helps students with repeated reading
- read the script over and over
- students enjoy it
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Tape-Recorded Reading
- text should be on the student's independent reading level
- Teacher should model how to listen and follow along I saw this being used during my field experience and it was helpful for most students because they could follow along and focus on the meaning of the text.
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Buddy Reading
- read a familiar text
- take turns reading and each buddy should give feedback
- model buddy reading first and have them practice
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Echo Reading
*provides less support for students compared to choral reading
- students echo the line/phrase that was read aloud
- Important for teacher to make sure that students are actually reading
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Choral Reading
- Students read a common text aloud with the teacher
- Helpful for students who are struggling
- Types of choral reading: refrain,dialogue, antiphonal,call & response, and choral singing
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Offer Many Opportunities for Students to Read Orally with Guidance and Support
I agree that repeated reading is one of the most effective ways of reading practice because it has helped me and saw this being used in my field experience.
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Teach Students Phrasing to Develop Fluency
- Pattern of reading word by word
- Phrases-miss the meaning
- Teach punctuation
- Have student repeat high frequency phrases for practice
- Phrased Text Lesson (PTL) -"use explicit & implicit cues to break the text into groups of words"(pg 83)
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Model Good Oral Reading
- It is good for students to see how a fluent reader reads to understand reading fluency
- Reading aloud is a great model
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1. Model good oral reading. 2. Teach students phrasing to develop fluency. 3. Offer many opportunities for students to practice with guidance and support. 4. Track students’ fluency over time.
4 broad methods to build students' reading fluency
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What Is Reading Fluency?
- Proficient reader and comprehension of the text
- Students spends time putting syllables together and sounding words and lose their focus in the meaning of the text
- "Fluency is the bridge that takes readers from simply decoding words to understanding and enjoying whole texts"(pg 80).
- skills: Recognize most words, decode unknown words, expressive, change their tone of voice and emphasize.
- Takes time to be fluent
- practice helps improve
- The goal is to be able to read as talking
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The umbrella skill of fluency can be broken down into automaticity (rapid and automatic word recognition) and prosody (reading with phrasing and re cognition of punctuation).
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Guiding Principles
- when certain principles should be taught
- K-5
- 4 guiding principles
- Give students prerequisite knowledge
- Teach them the most useful info. first
- Teach from most to less reliable patterns
- Teach from simple to complex
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Correcting Student Errors
- Explain to students when they make mistakes
- It is important to provide appropriate feedback to prevent a serious problem
- I agree because if we don't give them feedback about the mistakes, they will think of it as correct and cause confusion later on.
- address errors explicitly
- Example: LiPs program
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Teaching Word and Structural Analysis
- Decoding effectively
- happens throughout elementary
- breaking words into smaller pieces
- I saw this in my field experience class, when the students had difficultly with a word while reading. They already knew what to do by breaking the word into pieces and sound it out.
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Teaching Complex Spelling Patterns and Conventions Effectively
- As they move to higher grades, more difficult spelling-patterns appear.
- Instruction is a little different
- Instruction should provide a good explanation of the spelling pattern, share the words in the spelling pattern, dictate, and make sure they notice when reading words with that pattern.
- Students will remain engaged to this type of instruction if teachers are consistent
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Using the Word Wall to Teach High Frequency Word
- high frequency words are introduced slowly and posted on word walls in elementary school classrooms
- I saw this in my field experience classroom
- Include names of the students
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Blending is possibly the most important activity done in any first grade class.
- Combines oral blending task with letters
- Know what you need to teach
- Blend sounds to make a word
- as the teacher writes, the students should say the sounds of the letters and then blend them to make a word
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Let’s look into Ms. Bains’ classroom to see how she introduces a new sound to her students:
The process starts by introducing the sound and lastly giving them many opportunities to read text that contains that sound, etc.
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Instruction in Sound-Symbol Correspondences
- having names for sounds
- reading programs have created their own names for sounds
- Open Court Reading: "sound-spelling cards" include a name for each sound
- (LiPs) program includes names for all the sounds
- use devices that help children remember sounds if the district's reading program provides them
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Teaching Students to Identify and Name Letters
- able to identify and name alphabet letters
- Kindergarten teachers use variety of methods to teach their students
- able to name both lower and upper case letters on sight
- track students' letter-naming skills
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Teaching Phonics and the Alphabetic Principle
- includes extensive explicit and systematic phonics instruction
- happens throughout elementary school
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For all studen ts with weak phonemic awareness skills, the two most critical tasks are segmenting and blending , as segmenting is requir ed to identify separate phonemes for spelling and blending is required to sound out words.
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most important phonemic awareness tasks
Phoneme isolation, phoneme segmentation, and oral blending are examples.
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In the area of phonemic awareness, there are several tasks you can ask students can do to improve their ability to hear and work with individual sounds.
Most effective manipulation tasks include replication,isolation, identification, categorization, deletion, addition, rhyming, segmenting/counting, blending, and substitution.
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Planning and Implementing Instruction in Phonological and Phonemic Awareness
- Lessons should be short and fun in K-1
- Need another resource if reading program doesn't include phonological/phonemic awareness or teaching older students
- Activities that address phonological awareness: listening, following directions, rhymes, songs, counting words, be the words, and blending syllables.
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Teaching Phonological and Phonemic Awareness
- Develops in Kindergarten and first grade
- understand that spoken language is composed of units of speech
- Levels of phonological awareness
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Building Students’ Book and Print Awareness
- Show students how books work and are organized
- Can be accomplished with a Big Book
- Way to hold the book, identify the front/back cover/ find the title/author, etc.
- Develops in Kindergarten and first grade
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Build students’ book and print awareness (2) Teach phonological and phonemic awareness (3) Provide explicit instruction in phonics and the alphabetic principle, including how to: Teach students to identify and name letters Introduce sound-symbol correspondences Practice and review phonics skills through reading and spelling Ensure that students can read high frequency words automatically (4) Teach more advanced word and structural analysis (5) Correct student errors in effective ways
To provide instruction in the building blocks of literacy
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“Explicit” refers to the direct instruction teachers provide in the patterns of our language and how to use knowledge of those patterns to read. So, teachers teach that s represents /s/, i represents / ĭ /, and t represents /t/, and then teach students to blend those sounds together to read sit . Because explicit phonics instruction teaches students how to match letters to sounds and bl end sounds to read words, children can eventually relegate this process to lower-level mental functions and free up energy for comprehension. “Systematic” refers to the scope (the range of skills to be taught) and sequence (the order in which they wi ll be taught) of skills. You will progress through instructio n in sounds and letters in a predictable, systematic way that accounts for how difficult it is to pronounce or spell each sound. For example, you will teach / ĕ / (as in bed ) before you teach / ē / (as in beet ) because the former sound has two predictable spellings while the latter has eight
The difference between "explicit" and "systematic" instruction.
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(7) Morphological Structure.
Determine the meaning of the words and how they work
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(6) Language of Origin.
The English language is a combination of many origins.
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5) Common English Conventions.
It can be tricky to determine whether a silent e is needed or not to create a long vowel sound.
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Location of the Sound within a Syllable
Syllable types and syllable divisions help determine the correct pronunciation of vowels.
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What Surrounds the Sound.
The "consonant borrowers", short-vowel consonant patterns, silent e, and past tense pronunciation and pronunciation of plurals influence what surrounds the sound.
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2) Position of the Sound in a Word.
There are consonant borrowers and vowels friends. "Consonant borrowers" don't have their own sounds and "vowel friends" are spelled with two adjacent vowels.
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/p/ spelled with the letter p , as in purple, spot, and trip , /b/ spelled with the letter b , as in beautiful, brick, and tub
Examples of predictable and invariant sound spellings
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(1) Predictable and invariant sound-spelling relationships (2) The position (beginning, middle, or end) of a sound in a word (3) What surrounds the sound (4) Location of a sound within a syllable (5) Common English conventions (6) Language of origin (7) Morphological structure
Important when we spell sounds
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English has 25 consonant sounds and 18 vowel sounds, if you count all of the r-controlled vowels and diphthongs separately, for a total of 43 phonemes.
Also, there are 26 letters in the alphabet that represent some consonant and vowel sounds.
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English phonetics is complex, but no more comp lex than the phonetics of other languages. Unfortunately, the alphabetic principle (the connecti on between alphabet letters and Sounds) in English is more complex than the phonics systems of many other languages.
English is a combination of many places.
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Word Length: The length of a word and the number of syllables makes it easier or more difficult to pronounce.
This is important to know the word length because one-syllable words can be easy at first but as the number of consonants increases, it can be challenging.
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In Spanish, for example, there are only five vowel sounds as compared with more than fifteen in English, making the articulation of some English vowels very challenging for these students.
I can relate with this because as a Spanish speaker I know that there are only 5 vowels in Spanish so it was challenging to learn 15 English vowels.
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For beginning readers and those students who do have difficulty articu lating their vowels, several tips are helpful
It is important for students to identify and correctly articulate the sounds. The movement of lips and tongue, contrasting vowels, and pronunciation of vowels based on the groups can be helpful.
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Long and Short Vowels :
It is important to know the difference between long and short vowels. Even though it is said to be meaningless, it can be very beneficial for students who move on to the next grade.
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It is likely that you will spend more time correcting studen ts’ errors with vowels than with consonants.
I agree because as said before vowels are harder to learn.
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The er , ir , and ur spellings of /er/ are essentially arbitrary since there is really only one sound. English has two other r-controlled vowels, /or/ (as in more ) and /ar/ (as in far ). Because /r/ has “taken over” the vowel, these are referred to as r-controlled vowels .
It is interesting how these spellings all sound like one sound. I also learned that there are r-controlled vowels.
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Diphthongs are sounds produced when the mouth moves from one formation to another within a single syllable.
The /ow/ in mouse is an example of an English diphthongs. There are other examples like /oi/ in coin.
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The vowels are also grouped into three broad categories according to the shape of the lips in their production.
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vowels in four groups: the smiles (the / ē / in speak ), open sounds (the /aw/ in saw ), rounds (the / ō / in rope ), and schwa (the /uh/ in a ttend ).
There are classified into 4 groups based on the location of tongue and lips.
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The vowels are harder to learn than most of the consonants because they are harder to define in terms of the movement of the tongue, lips, and teeth
It is interesting to find out that vowels are harder to learn.
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vowels are open sounds, mean ing that the airflow is never completely obstructed by the tongue when pronouncing these sounds
The tongue never touches the palate when producing vowels.
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If a student consistently pronounces some consonants in a way that differs somewhat from your own pronunciation, you need to judge whether or not the child is following a dialectical pattern or has a speech difficulty.
This is important because by this a teacher can help a student with their pronunciation.
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For English Learners, one major chal lenge is that some English sound s do not appear in their first language. For example, for students whose first lang uage is Spanish, the differences between /sh/ and /ch/ present difficulty because /sh/ is not a Spanish phoneme.
I can relate to this because my first language is Spanish and sometimes it was hard for me to differentiate but with help of my teachers I learned to differentiate.
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As a teacher of beginning and/or struggling readers, you must help students learn and remember sounds by describing and drawing attention to what is happening in their mouths when they produce phonemes
I think that this could be helpful by explaining to the students the use of each speech organ, help them practice to feel the sounds, using hands can be helpful to explain, and having them examine their mouth movements.
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Not all consonants will blend together when they ar e adjacent because the rules of English phonology prevent this from happening.
This is important to differentiate because there can be consonant blends( two phonemes) and consonant clusters( three phonemes).
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Junie B. Jones, the beloved character from Barbara Park’s series for beginning readers, calls Valentine’s Day, “Valenti m es Day” throughout her Kindergarten year. Perhaps Junie B.’s teacher should ask her to place her tongue behind her teeth to pronounce this holiday correctly.
This is a great way to help a student so they understand that speech organs have an impact on the pronunciation.
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The liquids are “the most problematic speech sounds for Engl ish articulation, reading, and spelling.
They are problematic or confusing because they don't have a clear beginning or end.
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The glides differ from all the above consonant s in that they do not really obstruct the airflow in their production
The glides are different from the nasals because nasals involve airflow through the nose while the glides don't obstruct the air flow. Wind sound is an example of the glides.
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The Groups of phonemes cannot be as easily distinguished as the pairs, but there is a clear logic to their grouping
There are groups of phonemes, for example, the nasal phonemes that involve exhaling air through the nose.
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The Pairs of consonants are two consonants th at are produced the same way, except that one is voiced and the other is not
It is important to understand the different types of pairs of consonants. There are stop pairs( stops the flow of air) , fricative pairs(involve friction), and one affricative pair.
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English has 25 consonants that are separated into tw o broad types according to how the speech organs are used in their production; these categories are the pairs and the groups . 2
Consonants are separated into 2 types based on the speech organs that are used for pronunciation. These two types are called pairs and groups.
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Specifically, consonants are defined as those sounds where the ai r is blocked or constricted in some way, while vowels are those phonemes where the air is much less constricted.
The classification of consonants and vowels.
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Classroom Connection Understanding how our mouths work as we pronounce sounds helps us to listen and watch our students more critically. In a room of children reading chorally, it’s easy to spot those who cannot decode or articulate by the formation of their mouths
This is important for a teacher because it will let her/him know who needs help with their pronunciation.
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When the air leaves the trachea, it passes through the vocal chords , two muscle strips in a sort of an oval. The round space between them is known as the glottis. When we constrict the vocal chords and pass air over them, we create voiced sounds. Not all sounds in English are voiced, so the vocal chords are not always used.
Air goes through all these organs to produce voiced sounds. There are voiced and unvoiced sounds.
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Effectively, speech production is about exhaling air. We inhale by lowering the diaphragm, a muscle group under the stomach. To speak, we raise the diaphragm and exhale slowly
It is interesting how anatomy is involved in the pronunciation of phonemes.
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However, a charact eristic of both beginning and struggling readers is that they often fail to hear and pronounce specific phonemes correctly. As a beginning or remedial reading teacher, you will need to help individual students ov ercome their difficulties in hearing the phonemes or help correct their pronunciation.
Phonetics is crucial in the literary curriculum because when reading it involves pronunciation of phonemes. I agree that as a teacher, it is important to help students that are struggling because it will also improve their reading.
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phonetics, the study of how speech sounds are produced.
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To the contrary, our lang uage has many regular patterns that students can learn to help them be effective and efficient reader s and spellers. If both phonological (sound) and morphological (meaning ) spelling patterns are accounted for, less than four percent of English words are “oddities
It can be confusing about the ways English is spoken or written. It can also be challenging to explain how it is written and spoken.
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These building blocks include: 1. Book and print awareness 2. Phonological and phonemic awareness 3. Phonics and the alphabetic principle 4. Word and structural analysis
These building blocks are important in the beginning of the reading process.
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- Jun 2015
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networkedlearningcollaborative.com networkedlearningcollaborative.com
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Running records are one way to determine whether your students are reading materials that are in an appropriate range of difficulty for them
This is important because this is a way you can help students.
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A running record is a record of errors, or miscues, that readers make as they are reading a text.
This was used by the teacher that I worked with during my field experience. I think it is important because based on this, the teacher can become aware of what the student is having trouble with and the progress.
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By recording what aspects of the story the child recognizes and retells, the teacher establishes a picture of the student’s literacy skills.
I think this is important because it determines whether the student understood the story or had trouble.
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The teacher is able to use the results of this diagnostic to determine the phonics needs of individual students, and to tailor his or her instruction accordingly.
I think that diagnostic information is beneficial for both the teacher and students because based on this information, the teacher will know how to teach and students will improve.
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Having this di agnostic information will also serve as a valuable baseline to which you can compare your students’ progress later in the year.
My teachers in elementary school used diagnostic information to know where each student stood and then compare those results with the end-year results to see improvements.
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Further, second graders should begin to make inferences as they read and should be able to recall many facts and details of both fiction and nonfiction texts. In their writing, second graders pr oduce a variety of composit ions (including stories, reports, and correspondence) and are able to sp ell compound words, words with endings like – ed and - ing , vowel team words, and words containing variant pa tterns with increasing accuracy.
During my field experience, the students would make predictions and write their own stories.
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That is, second and third gr ade teachers are likely to have some students who read independently and others who are still master ing basic phonemic awareness and understanding of the alphabetic principle
While working in a second grade class during my field experience, I can relate because there were students that read independently and the teacher would help students that had trouble while reading.
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no classroom is filled with st udents who are at the same level.
During my field experience, I noticed this while working with students.
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While you will adjust some activities to match the needs of your English language learners , success with bilingual and ESL students requires a foundation in these basic components of literacy.
When I was in third grade, my teacher would work with me on my reading because Spanish is my first language. I was in a ESOL program where my ESOL teacher would help me with writing and reading in English. It was challenging at first, but then with more practice I improved. Both of my teachers would work together in order to have activities that would be beneficial for me.
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Finally, research has shown that st udents benefit tremendously from explicit instruction in reading comprehension strategies (such as predicting, making connections, and asking questions).
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In addition to directly teaching key words found in a text, students must also learn strategies for independently conquering new vocabulary, including the use of context clues, word analysis, dictionaries, and other people.
I agree that students must learn strategies when they are independent because that will help them when they read.
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Vocabulary, background knowledge, and the use of comprehension strategies all impact ho w well we understand what we read.
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Research asserts that most childr en benefit from direct instruction in decoding, complemented by practice with simply written deco dable stories. Stories should “match” the child’s reading level
I think it is important for stories/books to match a student's reading level.
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Reading accuracy refers to the ability to read words in a given passage correctly, without mispronunciations. Fluency combines accuracy with speed and expression.
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Explicit instruction in breaking words into parts to improve decoding speed and accuracy
The teacher who I worked with during my field experience applied this instructional method while working one-on-one in reading workshops. If a student was having trouble with a word, he told them to break down the word in order for them to find it easier to pronounce. When I worked with students on reading, I also applied this because it helped them by understanding that if they had trouble with a word, the best thing to do was to break down the word into parts.
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Every day my 1 st and 2 nd graders would learn a new phonics skill during our 15- minute mini-lesson. Once they figured out what letter or letter combinations made that particular sound, we decoded practice words with our cool new symbols.
During my field experience, the teacher would practice the sounds of letters with different words. For example, the sound of letter "a" in apple is different to the sound of "a" in car.
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Phonemic awareness is the recognition of distinct phonemes, or speech sounds, in words
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Phonemic awareness is a component of broader phonological awareness. In English, we rarely pause between our spoken words, except for emphasis.
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Reading fluency is the bridge from decoding to comprehension, hence its placement in the graphic
Fluency while reading takes time because practice is required in order for reading to become smooth.
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Most teachers develop students’ Book and Print Awar eness through constant, explicit modeling. When they hold up a Big Book that the class is reading, th ey “think aloud” about how to hold the book, where to start reading, and in what direction. While a teacher is writing the morning news on the board for his first graders, he might ask the students, “Should I start at the top of the board or the bottom?”
It is impressive how teachers think while they are going to teach a lesson.
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Our ability to comprehend—to actively read and understand language—is based on our background knowledge, vocabulary, and ability to use comprehension strategies
We can decode words while reading based on our background knowledge. For example, if I see an English word that I'm unfamiliar with, my brain automatically goes to Spanish, and see if there is a chunk of the word that is similar in both languages.
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decode—to translate individual letters or various comb inations thereof into speech sounds to identify and read words—is built upon our book and print awareness, phonological and phonemic awareness, phonics and the alphabetic principle, and word and structur al analysis skills.
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literacy is a complex web of skills and knowledge related to engaging and expressing ideas—a web that, as me ntioned in the introduction, serves as a foundation for all learning.
Literacy isn't just about reading and writing, it is more than that.
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