Domain 1: Planning Organizing and Managing Reading Instruction

Every student in the classroom will meet the content standards adopted by the CA state Board of Education.

• The standards state what every child should know and be able to do at each grade level. 
• E.g. 1st graders are suppose to be able to distinguish long and short-vowel sounds in orally stated, single-syllable words (e.g., bit/bite)

Star- Standardized Testing and Reporting program

CST- California Standards test (measures student achievement of the standards)

It should enable every student to achieve each of the standards for your grade level.

The CA Reading/Language Arts Framework for CA Public Schools. K-12 of 2007

1) It provides a blueprint for organizing instruction so that every child meets or exceeds the language arts content standards.

2)It provides guidelines on what should be taught at each grade level and how to assess and teach that content.

3) It provides guidelines for the selection of instructional materials.

An instructional program in reading and language arts that is (1) balanced and (2) comprehensive.

It is characterized by the strategic and appropriate selections of what skills should be taught, given a child not children's level of reading development.

• This means that more time is devoted to some categories of skills, and less time to others. 
• E.g., in 1st grade more attention will be given to word recognition skills, whereas in 6th grade more attention would be paid to complex comprehension skills.

The teacher works on helping students achieve all the grade-level standards.

• a) word analysis, fluency, and systematic vocabulary development
• b) reading comprehension
• c) literary response and analysis
• d) writing strategies and writing applications
• e) written and oral English language conventions
• f) listening and speaking strategies
• g) speaking applications

Teachers should not get bogged down on any one component of the reading/language arts program. (don't get stuck on any one part because there are many other to cover)

The children in your classroom should receive direct, explicit instruction in reading skills and strategies; and they should have opportunities to use those skills and strategies to read a variety of texts and write in several formats.

Something that a reader does automatically (or, with automaticity).

The ability to decode. E.g., knowing that the c in cake is "hard," and makes the /k/ sound, whereas the c in city is "soft," and make the /s/ sound.

It is something a reader consciously chooses to implement. E.g., a reader may want to get an overview of a chapter in a social studies textbook, so she previews the chapter by reading the first paragraph, all the subtitles, and the chapter summary.

direct, explicit, skills, and strategy lessons BUT it should also include many opportunities for students to read and write.

These activities challenge the students to do many things, such as reading books the teacher has selected, reading books they have selected themselves, reading social studies and science textbooks, reading plays through readers theater, chanting poems and rhymes aloud, writing in journals, composing and send emails to student in other countries, authoring original poems and stories, and discussing books and stories in small-group formats.

• The results of ongoing assessment that utilizes a variety of assessment tools.
• E.g., 1st graders to hear the difference in long and short vowel sounds in single syllable words. (Difference between bit/bite, bat/bait, bed/bead)

To determine who has achieved this standard and who has not.

Those who have met the standard will work on other reading activities while you provide direct instruction to those children who have not yet met the standard.

Systematic, direct, and explicit skill and strategy instruction.

• 1) The teacher knows precisely what skills and strategies each student at each grade level should master, as defined by the relevant set of content standards.
• 2) The teacher is systematic in that the results of assessments focus instructional planning- those students who are not acquiring a skill or strategy are grouped together for additional lessons.

teacher-directed

To teach a specific reading skill or strategy.

In small groups of students who share a common need. E.g., 1st grade teacher implements three lessons for 5 students who are having difficulty understanding that in words with the CVCe pattern, the vowel is long (words like bite and cake).

Is to prevent reading difficulties

Prevention rather than remediation

The process of helping children 'catch up' and learn what his or her classmates have already mastered.

• 1) Setting clear goals for
• students and making sure they understand these goals.

• 2) Presenting a sequence of
• well-organized assignments.

• 3) Giving students clear, concise
• explanations and illustrations of the subject matter.

• 4) Asking frequent questions to
• see if the students understand the work.

• 5) Giving students frequent
• opportunities to practice what they have learned.

• Set a purpose for learning (telling-explanation)
• Tell students what to do (modeling-showing)
• Show them how to do it (practice-guiding)
• until independence is reached

• Systematic instruction refers to a carefully planned sequence for instruction,
• similar to a builder’s blueprint for a house.

True

intervention programs

reading difficulties at the first possible opportunity.

individualized instruction, like reading recovery, which features highly trained teachers working in one-to-one settings.  Others programs provide intervention to children in small groups.

What skills and knowledge children should acquire at each grade level.

That some skills that are appropriate for children at one grade level would be difficult, it not impossible, to teach at an earlier grade.

• They cannot be learned unless children have mastered prerequisite skills and knowledge.
• E.g., A standard requires 5th graders to draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge when reading grade-level-appropriate texts. This would be hard for a 2nd grader who would have to read a 5th grade textbook.

A 5th grader should have mastered the 2nd grade standard of "knowing the meaning of simple prefixes and suffixes" couldn't make generalizations from a chapter in a 5th grade social studies textbook, which would be filled with many words with common prefixes and suffixes.

high expectation to all learners

Those who are acquiring English as a second language (English learners), children who speak nonstandard dialects of English (speakers of nonstandard English), students who have difficulty learning to read (struggling readers), students with learning disabilities (students with special needs), and students with extraordinary ability (advanced learners).

Differentiate instruction because she/he must meet the individual differences.

If the teacher has made adjustments to meet the needs of individual students or a group of students sharing the same need.

• The teacher no longer relies solely on whole-group lessons.  Teacher should use a variety of grouping formats.
• Teacher selects appropriate strategies for different groups of children.

A teacher may narrow the focus to a skill, reteach certain concepts, and increase the number of concrete examples used in a lesson.

• It means that the teacher chooses different resources and materials for different groups of students. 
• E.g., advanced learners ask to read texts that would be far beyond the comprehension of their classmates.

Collect data on an ongoing basis

Which of his/her students are strong in decoding and word recognition & who is having difficulty in this type of task.

Pattern of words that help emigrant readers recognize patterns.  Also, known as phonograms or chucks.

Each student's mastery of prerequisite skills and knowledge

Their initial consonant sounds.  For example, they should be able to read words with ate, such as date, fate, and mate.  They must be able to associate the correct sound d, f, and m.

1) Good sense where students are in regards to knowledge and skills in the area of decoding

2) knows where the students are regards to prerequisite knowledge and skills

How many lesson it will take to achieve the objective

How long each lesson should take

Some children may need more lesson than their peers and some may need adapted lessons that go at a slower pace.

Less differentiation for an area that is not difficult

Temporary support, guidance, or assistance provided to a student on a new or complex task

• 1) initial lessons for the whole group
• 2) small-group or individualized lessons for students having difficulty

Students are asked to blend d, f, g, m, and r with -ate to make date, fate, gate, mate, and rate.

Teacher will model the blending process by using her left hand to pretend to hold the consonant sound and her right hand to hold -ate.  Teacher blends the sound to make words, her two arms come together.

Start each of 3 booster lessons by reviewing the initial consonant sounds involved.

1) So children who share the need for reading skill or strategy will be taught efficiently

2) The exist for a single purpose and will be disbanded as soon as the teacher has completed the lessons planned for the group

Kindergarten teacher has assessed her students and determined that 5 out the 19 students do have the concepts about print called "directionality".  The group of 5 will receive a three-lesson sequence of remedial lessons.

State Board of Education

• 1) Almost all districts will purchase SBE-adopted reading/language basic programs.
• 2)Programs that provide additional instruction for ELLs
• 3) Programs written in language other than English
• 4) Intensive intervention programs for struggling readers/ELLs in grades 4-8/

• 1. Teachers manual
• 2. Student text (basal or reader)
• 3.  Student workbooks &/ or reproducible worksheets
• 4. supplemental books
• 5. CDs with additional resources
• 6. package of assessment tools

• 1. Resources to help ELL, struggling readers, & advanced learners.
• 2. Support materials for struggling readers that provide 30 mins addition instruction
• 3. Lesson plans for this additional instruction must be included in the teachers edition/student materials

different levels and types of intervention because student have different levels of difficulty

Benchmark, strategic, and intensive group

• 1. Students are experiencing small level of difficulty in achieving standards
• 2. Differentiated instruction doesn't require separate resources.
• 3. Small amount of help from the basal reading program will help
• 4. Classroom teacher can provide the help

• 1. 1 or 2 grade years behind their peers
• 2. Reteaching basal reading program will not work 
• 3. Classroom teachers will need special lessons & use additional sources
• 4. Specially trained tutors may help the classroom teacher

• 1. Often more than 2 years behind
• 2. Many will be in special education program
• 3. Lessons will have the highest level of differentiation
• 4. Use special resources
• 5. Almost all lessons will have a slower pace
• 6. Lessons will be designed so that complex/complicated knowledge will broken down into more "manageable" chucks.

• a) Orientation
• b) Presentation
• c) Structured and Guided Practice
• d) Independent Practice and Application

• 1. Can provide an overview of what will take place in the lesson
• 2. Stressing what students will be expected to do
• 3. Can bring an artifact  
• 4. display an illustration
• 5. Write an important word on the board

Direct and explicit

• Frustration:  Read aloud by teacher
• Challenging: Direct instruction (within grasp)
• Easy: Self-paced, silent reading

with enthusiasm and dramatic effect because it can affect the reading habits of students

Related to the read-aloud selection to class.  Such as books written by the same author

Read and provide a lifelong appreciation of literature

• 1.  Small groups of students assigned by the teacher to read the same book
• 2. Meet occasionally while they read the same book and immediately after they have finished
• 3. Teacher presents questions to members that are open-ended & provocative
• 4. Teacher can assign roles 

• 1.  Small group
• 2. Each student has selected what each member of the circle will read
• 3. Teacher can have a list of books 
• 4. Teacher deliver a book talk on each book then students select which book they want to read
• 5. Circle are formed / process similar to book club

• 1. Teacher will assign students to read books from an prominent author of children's literature
• 2. Students presents book talks 
• 3. Students critically analyze the author's work to answer the question, "What makes the author's book special?"

Fiction, but should also include biographies, information books, magazines, and newspapers

high quality children's book and in some cases assign books for children to read

Self-selected and Self-paced

Self-selected:  child chooses what they will read

Self-paced:  child reads the book with no externally imposed deadline

• 1. Provides greater familiarity with language patterns
• 2. Increases reading fluency
• 3. Increases vocabulary
• 4. Broadens knowledge in the content areas
• 5. Motivates further reading 

Books that can be read easily with little help from the teacher

Tell students to pick a book that is not too easy, not too hard, but just right.

In 2nd grade or higher- Students chooses a book, turns to the middle of book and begins to read.  Puts a finger up for each word he/she cannot read.  If 5 fingers are up before end of page its time to choose another book

• a) Students independent reading level
• b) Student's personal interest

• 1 Give students more time
• 2. Divide the assessment into smaller units
• 3. Change the mode of delivery
• 4. Provide practice assessments
• 5. Provide a simpler version of the assesment

• 5th grader- Test write 2 different ending.
• Class has 6mins but IEP/504 plan is given 60 mins.

• 5th grader- Test write 2 different endings.
• 1st day- write happy ending (30mins)
• 2nd day- write sad ending (30mins)

Take a task from written exercise to an oral activity.  Working one-on-one with student, teacher will ask student to tell rather than write the 2 endings

Let student practice the assessment task in advance of the summative assessment.  In small group, the teacher would ask students to write the alternative ending for another story.  Teacher walks the student through the task, providing feedback.

Requires them to read something written at a simpler level.  In this case the teacher would note that the standard was not met with grade-level materials

The results of the test yield consistent scores across administration.  

• E.g. Form A (April 1) / Form B (April 2)
• Both teats yield scores almost identical

it measures what it claims to measure

• 1. Percentile Scores
• 2. Grade Equivalent Scores
• 3. Stanine  Scores

norm-referenced scores

Allow for comparisons between the students taking the tests and a national average.

Comparison scores

4th grader taking a reading comprehension test gets 42 out 60 correct. 42 is a raw score. A norm-reference scores lets you know if this is good.  It compares the scores with the average score all 4th graders got when they took the test.  E.g. 33 is average then 42 is above average.   He might have a percentile score of 78 & a grade-level equivalent score of 6.3.  Both tell us he is reading above national norm.

• 1. Are norm-reference scores
• 2. Higher percentile score the better
• 3.  Average percentile score is 50. Someone with PS of 15 has done poorly on test. Scoring higher than only 15% of the sampling group
• 4. A PS of 78 means that student has a higher raw score then 78% of the sampling group

• 1. Norm-referenced
• 2. Student's raw score is converted to a school grade level.
• 3. 4th grader with 42 out 60 correct raw score is 42, PS 78%, Grade equivalent score something like 6.3
• 4. GES 6.3 means that his performance corresponds to what a sixth grader in the third month of school would, on average achieve.

• 1.  Norm-referenced
• 2. "Stanine" short for standard nine
• 3. Raw scores are converted to a nine-point scale.
• 4. The # 5 is the average, 9 is the top, 1 is the bottom.
• 5. 4th grader would have a stanine score of 8 (78% percentile, 42 raw score, grade equivalent score 6.3)

Provide data that will allow a teacher to determine whether or not each child has met each standard.

To reach a judgement on the student's level of perfomance

A criteria for judging and classifying each student's performance.

The daily performance of students on lessons and activities will provide data on whether or not they have met grade-level standards.

The teacher must interpret the data and, in regards to any one standard, be able to place students in three categories.

• 1. Below the level of performance- have not yet the standard.
• 2. Are at the expected level of performance- they have met the standard
• 3. Above the expected level of performance- they not only met the standard, but exceeded it.

• 1. Analyze
• 2. Interpret
• 3. Use Results

• 1. Determine if child has met grade-level standard
• 2.To plan instruction

Is to reach a conclusion about whether or not individual students have met the grade-level standards.

• 1. Individualized profiles
• 2. Class profiles

• 1. Chart/or summary of how each student is doing in regards to the standards.
• 2. It should reveal whether or not the child is below, at, or above the expected level of performance or each standard
• 3. Separate sheet for each of the relevant grade-level standards.

1. Chart/or summary of how all the children in the class collectively are performing on the standards

• 1. Teacher can plan interventions to help each student
• 2. Students who are really struggling will need individualized remediation lessons
• 3. Students having some success, but are still below expectations on the same standard, can be grouped  for small-group lessons

Teachers should place the results of any one assessment in the context of other recently administered tests.

Is the results consistent with how the student has been doing lately?  Or are the results inconsistent.  If the results are not consistent then the assessment should be readministered.

• 1. The team may include Classroom Teacher
• 2. The parents
• 3. The principle
• 4. Any other teacher who work with the student (PE specialist, music teacher, speech therapist,etc)

Individual profile will provide the information the team needs to develop a plan to help the student- a specific description of the student's strengths & weaknesses

To adjust instruction for the whole class

• Is it okay to move on?
• What types of lessons were successful?

• 1. Many students didn't need help identifying the front cover, back cover, & title page of book.
• 2. Other children did need help & took part in a three-lesson sequence
• 3. Some students were below the standard at the entry-level assessment & made little progress during the three-lesson sequence & the days after etc.

• 1. Provide a three-sequence lessons (if no-little progress is made- grade-level standard not met move on to #2)
• 2. Small-group remediation lesson (if Ralph or other student don't meet grade-level standard move on to #3)
• 3. Individual intervention

• 1. Informal reading inventories
• 2. Word recognition lists
• 3. Graded reading passages

• Its used for determining students' reading level
• 1. A battery or collection, of assessments administered individually to students

• 1. One adult gives the assessment to one student
• 2. No two IRI have to contain the same collections of assessments

students reading level

6th grader with average ability would not include assessments of concepts about print, phonemic awareness, and phonics.

• 1. Word Recognition Lists
• 2. Graded Reading Passages
• 3. Reading Interest Survey
• 4. Assessments Measuring Concepts About Print
• 5. Phonemic Awareness Assessment
• 6. Phonics Assessments
• 7. Assessments of Reading Fluency
• 8. Structural Analysis Assessments
• 9. Vocabulary Assessments
• 10.Spelling Tests

Its an assessment to determine students' reading level.

• 1. Sometimes called "graded word lists"
• 2. Lists of words, usually 10 in each list
• 3. List for every reading level

Preprimer level or "PP"

1. Words such as the, am, and or

Primer Level or "P"

K- preprimer level, primer level

1-8 grade list of words

Some IRI do have word list for high school students

• Difficult.
• Psychology, endorsement

The word recognition lists from one IRI informal reading inventories

Child reads aloud each word

• 1. To provide a rough guess of the child's reading level so that whoever is administering the tests know where to start on the graded passages
• 2. To provide information on the child's "sight" vocabulary, the words the child can correctly identify
• 3. To provide information about the student's ability to use sound-symbol relationships (phonics) to decode words.

The child's errors will provide a partial picture of what letters and letter combinations the child knows and which one he/she needs to learn

The graded reading passages

Preprimer for kindergarteners to 8th grade

two or more passages for each grade

Read the passage aloud

Teacher keeps a detailed record of the student's performance

Teacher can record what the student says while the student is reading, but its easier to tape record the child.

Running Record, developed in New Zealand

To look at the student's error the teacher can gain a better understanding of how the student reads.

• 1. Miscue Analysis
• 2. Graphophonemic Errors
• 3. Semantic Errors
• 4. Syntactic Errors

Examining a record of a student's oral reading to identify and classify errors.

It is used during a graded reading passage

No

Comes from the Greek words for symbol and sound.  These are errors related to the sound-symbol relationships for English.

Reading feather for father

• 1. Reading word by word and depending too much on phonics to decode each word
• 2. Reading a passage that is too difficult 

To speed up

To use what are called contextual sense

These are meaning-related errors, such as dad for father

The semantic cueing system

Understands what he or she is reading, but needs to be taught to use phonics skills to be sure that every word read makes sense from a graphophonemic sense 

To a linguist, syntax is the way words are placed in order in sentences.

Reading into for through. Both are prepositions.

In that the error is the same part of speech as the correct word.

pay more attention to phonics

Answer comprehension questions for the passage

• The teacher will read the questions aloud.
• The student will answer the question orally.

Ask the student to retell the story

List of characters, places, and events in the passage

When a teacher asks a student to retell a story (passage). Yes, its been shown to work well.

To determine each child's frustration, instructional, and independent reading levels..

• 1. Books/stories at this level can be read and understood by the child without assistance by the teacher.
• 2. Is the highest passage for which the student reads aloud 95% or more of words correctly 
• 3. Answers 90% or more of the comprehension questions correctly

• 1. Material at this level can be read and understood by the student with help from the teacher.
• 2. The student's reading textbook (basal reading) should be at this level.
• 3. Is the highest passage for which the student reads aloud 90% or more of the words correctly
• 4. Answers at least 60% of the comprehension question correctly

• 1. Books at this level cannot be read and understood by the child, even with help
• 2. The child can listen to the teacher or an adult read aloud at this level and understand it
• 3. For a passage at this level, the child correctly read aloud less than 90% of the words
• 4. Did not answer 60% of the comprehension questions correctly

• 1. The percentage of the words the child read aloud correctly
• 2. The percentage of comprehension questions the child correctly answered

• 1. Communication about daily progress
• 2. Individual conferences
• 3. written summaries of progress

When the student does will and when they are struggling.  

The child needs to know what he or she can do to make more progress

Teachers will give feedback to the students informally on a daily basis. 

• 1. Much of the communication will be oral
• 2. Written feedback will be provided on many assignments

Students have a good idea of how they are progressing

The standards

• 1. Make communication specific
• 2. Avoid global comments ("you aren't doing well"
• 3. When the child is struggling, he/she needs to know what he/she do to make more progress

• 1. Review the child's progress
• 2. Provide corrective feedback

every 3 weeks for about 15mins

A narrow focus- the teacher should focus on a single standard

several standards

Each month or quarterly

• 1. A form the child can understand
• 2. Each student would know which standards have been met and which need further work

• 1. Communication about daily/weekly progress
• 2. Parent/Guardian conferences
• 3. Written summaries of student achievement of the standards
• 4. emails and telephone calls

That the parents/guardians get the "big picture"

• 1. Information about the grade-level standards that their children are expected to achieve
• 2. They should know how and when they will be informed of their child's progress

English-Language Arts Content Standards

• 1. They don't have to see every pencil-and-paper assignment
• 2. Work in the area of English-Language Arts
• 3. Every week

• 1. CLEAR-
• 2. Parents need to know if their child's effort was satisfactory
• 3. Know what specific areas of need or strength the assignments reveals.

Late October or early November

• 1. ELL
• 2. Students who are struggling
• 3. Advanced students

• 1. Focus on the special needs of the child
• 2. Discuss what classroom interventions the teacher has planned
• 3. Provide guidance for how parents/guardians can help at home

A written evaluation form of some sort

• 1. lists each standard
• 2. Evaluation of the student's progress on meeting each of them
• 3. Are part of the FAll/Spring parent conference
• 4. Teachers send these out to parents more frequently

When something of particular note occurs one day, whether positive or negative

A file in the school office that has written summaries of student achievement . These records follows the student to middle & high school.

The knowledge that oral English is composed of smaller units

1. Identify and manipulate sounds in many different "levels" of language

• 1. individual sounds- that is, phonemic awareness
• 2. sounds in larger units of language such as words & syllables

phonological awareness

the ability to distinguish the separate phonemes (or sounds) in a spoken word

Child can identify duck and luck as rhyming words OR say that duck has three sounds and they are /d/, /u/, /k/

Kindergarten and 1st grader

Is the knowledge of letter-sound correspondences

E.g. That in the words phonics the letters ph make the /f/ sound 

This principle states that speech sounds are represented by letters.  English is an alphabetic language because symbols represent sounds. The sounds are called phonemes.

As a speech sound in a language that signals a difference in meaning.  

Are the smallest units of speech

/v/ and /b/ are English phonemes because there is a difference between vote and boat

The phonetic Alphabet and Graphemes

• 1. Are created by linguists so that each phoneme is always represented by the same symbol.
• 2. There is one-to-one correspondence between the phonemes and the symbol

E.g. phonemic symbol /e/ always represents the "long a" sound

This sound may be represented by several graphemes- such as the ay in say, the ei in neighborhood, or the ey in prey.

Are the English letters or letters that represent phonemes

The phoneme /b/ in bat is represented by the grapheme b.

No, they also consists of more than one letter. 

the phoneme /k/ in duck is represented by the grapheme ck.

the air leaving your lungs is vibrated in the voice box and there is a clear passage from the voice box to your mouth.

a, e, i, o, u

• Sometimes: y, in words such as sky
•                   w, in words such as cow

When they "say their name" such as in bake and bite

cat, pet, bit, cot, but

They are neither long or short.  In the sounds a makes in care, e as in her, i as in girl, u as in hurt, and o as in for.

Speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips

• Think Syllable!
• Occur in a single syllable.
• In a syllable the onset is the initial consonant sound or consonant blend
• The Rime is the vowel sound and any consonants that follow.

Syllables

Syllable must have a rime.  It may or may not have an onset.

• Think Syllables!!
• Nap- Onset is N - Rime is ap
• Kin-  Onset is K - Rime is in

These are rims that have same spelling

word families

Word family: Rime or Phonograms: at: cat, bat, sat

Longitudinal studies say: reading acquistion-that the acquisition of phonemic awareness is Highly Predictive of Success in Learning to Read. 

Kindergarten- A child's phonemic awareness strongly correlates with his/her level of reading achievement (word recognition/comprehension) at the end of 1st grade.

It is the foundation for understanding the sound-symbol relationships of English taught through phonics lessons.

• 1. Word awareness
• 2. Syllable awareness
• 3. Word blending
• 4. Syllable Blending
• 5. Onset and Rime Blending

The goal it to help children become aware that sentences are made up of words.

To detect and identify word boundaries (e.g. that the sentence I like ice cream has four words.)

one-wor, two-word, and three-word sentences, each word with one syllable

• 1. Teacher has cards with a word written on each card.
• 2. The teacher builds two-word sentences (Tom runs).
• 3. The sentence is read as a whole, and then each word is read separately, with the teacher tapping the word card.
• 4. Finally, a third word is added to the sentence (Tom runs fast).

• 1. Teacher saying a two-word, three-word, or four-word sentence
• 2. Then asking the children to state how many words were in the sentence

• 1. Because syllables, by themselves, are meaningless
• 2. Many children in kindergarten will not know they exist

1. Ask children to clap their hands as they say each syllable in a two-syllable or three-syllable word.

If the pronunciation of the syllable is distorted and they are uttered slowly and distinctly

Child is challenged to take two-syllable words and combine them to make a compound word

• 1. Pictures can be used
• 2. The teacher would say, "This is a picture of a cow and this is a picture of a boy. What do you get when you put cow and boy together? The child should, say cowboy. The teacher would then display a third picture, one of a cowboy.

Children are required to blend two syllables into a word.

The teacher would say, "What word do we get if we put sis and ter together.  The children, we hope, will say sister.

The teacher would say the onset, such as /b/ and the rime, ank.  The children have to put them together and say bank

direct

1. Instructional activities focusing on the phonological awareness of larger units of language, such as words and syllables

It is better to focus on one or two phonemic awareness tasks at a time rather then working on several of them simultaneously

It is a good idea to plan some phonemic awareness activities that involve the use of the letter of the alphbet

It should be brief and not exceed 30 mins per lesson

• 1. sound isolation
• 2. sound identity
• 3. sound blending
• 4. sound substitution
• 5. sound deletion
• 6. sound segmentation

The children are given a word and asked to tell which sound occurs at the beginning, middle, or end of the word.

• 1. Teacher could have a list of words that all have long vowels in the medial position: cake, day, late, leap, feel, vote, coal, bite, like.
• 2. To model the desire response, Teacher would at the beginning of lesson say each word & then say the medial sound ("leap. the middle sound is /e/").
• 3. At this point the teacher just says the word and student just say the medial sounds.

• It is best to start with beginning sounds
• Then got to ending sounds
• Finally, the medial sounds

The teacher will need sets of words that all share the same beginning, middle, or ending sound, but have no other shared sounds.

• Make sure to have words that share the same beginning, middle, or ending.
• E.g. lake, light, low. 
• These words share only one sound, the beginning /l/

• 1. First the words have to share the same sound in the beginning, middle, or end
• 2. The teacher says each of the words (in this case 3 words)- lake, light, low
• 3. Then asks, "What sound is the same in each of these words?

The teacher says the sounds with only brief pauses in between each sound. The children then guess the word.

• 1. Teacher says the sounds with only brief pauses in between each sound
• 2. Then the children guess the word
• 3. Teacher says,"Which word am I thinking of? It sounds are /b/, /a/, and /t/. The answer would be bat

This type of activity, the teacher asks children to substitute one sound for another

one-word substitutions

• 1. The teacher says, "Cat, cat, cat.
• 2. Then says, Let's substitute the /b/ sound for the /k/ sound.
• 3. We get bat, bat, bat

All start wit the same consonant sounds

E.g. be, bo, ba, bu, bi

• Ask students to substitute /k/ for the /b/.  
• The students would then chant, "ke, ko, ka, ku, ki"

Consonant blends

Identify words beginning with blends that will generate a new word if one sound i deleted

E.g. Block, take away the b to get lock

Teacher says, "Snail, let's take away the s, and what do we have?' The children should say, "nail."

Difficult of the phonemic awareness tasks

Directly

only two sound

behavior

• Teach would say, "I am going to say a word and then slowly say the sound in the word. Bee. (pause) /b/ (pause) /e/.
• Then teacher asks students to say the sounds in two-sound words. 

3 sounds

The lesson challenges children to segment words with minimal differences, such as cap, cat, and cab.

The teacher may want to simplify the challenge by merely asking how many sounds are in a word the teacher pronounces (for dog, the answer would be three)

aware of the sounds in a words

Knowing which letters represent which sounds

teaching phonics

phonic lessons that teach the alphabetic principle

• 1. Focusing on key skills, especially blending and segmenting
• 2. Reteaching skills that are lacking
• 3. Using a variety of concrete examples to explain a concept or task
• 4. Providing additional practice

No

No

Simply put the focus of the small-group and individualized remediation lessons should be on blending and segmenting sounds. 

• 1. Changing the pace of the lesson (go slower)
• 2. Changing the mode of delivery (provide more modeling or using clues such as clapping or finger snaps)
• 3. Making the task simpler by providing additional scaffolding
• 4. Using different material

• 1. Have a picture of a cow & boy
• 2. Show the picture of cow & boy 
• 3. Teacher would say,"This is a picture of a cow and this is a picture of a boy. What do you get when you put cow and boy together? We get cow...?
• Hopefully, the boy will say cowboy
• 4. Have the student do the task on his own
• 5. Teacher would show picture and ask student to blend them into cowboy

pictures or real objects

the student learning the skill

Phonemes that do not exist in an EL's first language

sc, sk, sm, sn, sp, st,

Hear the two sounds in each of the initial consonant sounds in blends that do not appear in Spanish.

/b/, /d/, /m/, /p/, /t/

• 1. increase the pace of instruction
• 2. building on and extending current skills

Test of phonological awareness, including phonemic awareness, the teacher talks and the student listens and then the student says something.  No print is involved

Yopp-Singer Test of Phoneme Segmentation

• 1. Teacher says 22 words (dog, keep, fine, no)
• 2. The word must provide each sound of the word in order
• 3. E.g. When teacher says dog- the correct response from student is /d/, /o/, /g/.

word awareness, syllable awareness, word blend, syllable blending, onset-rime blending

sound identity, sound isolation, syllable blending, sound deletion, sound segmentation, and sound substitution

• 1. 3 tasks
•    a) identifying sound in the beginning
•    b) " " medial
•    c) " " end

• 1. Create a list of 15-20 words with different medial sounds (bet, feet, cat, take, etc)
• 2. For each word the teacher would say, "Listen to me say this word, feet, feet, feet. What is the middle sound in feet?"

• 1. Entry-level assessment
• 2. Progressing-Monitoring Assessment
• 3. Summative Assessment

• 1. Which individual students need more help
• 2. At the class level, is it time to stop and reteach the entire class something?

Basic principles about How letters, words, and sentences are represented in written language. 

The basic principles about how letters, sounds, and sentences are represented in written language.

By the time children leave Kindergarten

• 1. An awareness of the relationship between spoken and written language and an understanding that print carries meaning
• 2. Letter, word, and sentence representation
• 3. The directionality of print and the ability to track print in connected text
• 4. Book-handling skills 

The ability to identify both the uppercase and lowercase letters when a teacher says the name of the letter ("Point to the big A")

The ability to say the name of the letter when the teacher points to it.  

The ability to write the uppercase and lowercase letters legibly.

Teaching the names of the letters

In English speech sounds are represented by letters

• 1. The relationship between spoken and written language and that print has meaning
• 2. Recognizing letter, word, and sentence representations
• 3. Directionality of print/tracking of print
• 4. Book-handling skills

The relationship between spoken & written language and that it has a meaning.

Children should be aware that printed words are "talk written down"

Words are used to transmit messages as in the stories in picture books, product names, etc.

The knowledge of the differences between letters, words, & sentences

The must know how many letters are in a word

word boundaries

how many words there are in a line of text

Where they begin and end, which requires recognization of end punctuation (.,!,?)

Understand they must perform a return sweep at the end of each line of text moving from the far right of one line to the far left of the next one.

Which word comes next

• 1.Knowing how to hold a book when reading
• 2. where the front cover of a book is
• 3. where the title page is
• 4. where the story starts
• 5. when and how to turn the pages
• 6. the location of the back cover of a book

• 1. Reading aloud to students
• 2. The shared book experience
• 3. Language experience approach (LEA)
• 4. Environmental print
• 5. Print-Rich Environment
• 6. Explicit (direct) teaching of Concepts About Print

• 1. Teaches that print has meaning
• 2. The book should be large
• 3. Kids should be able to follow along word for word
• 4. It teaches directionality or sentence, word, and letter representation

• 1. Are to discover good books
• 2. To see that reading books is fun
• 3. To teach concepts about print

share experience 

• 1. Introduction (prereading)- Look at cover, point out features of the book- author's name, illustrator's name, title page. THEN ask, "What do you think this book will be about?"
• 2. Teacher reads book. Teacher might pause to encourage predictions/comments, Can stress directionality/track of print by point to every word as he/she reads
• 3. Discussion occurs before, during, or after text reading. Kids asks questions/talks about favorite parts.
• 4. The story is reread on subsequent days with the whole group, smaller groups, student pairs/individual students-acting out enjoying the language patterns

Develop and support children's reading and writing abilities

• Language Experience Approach
• Child share an experience such as a field trip to zoo
• Adult records it.
• Then, together they read the dictated text. Text is saved/bounded in child's personal reading book

• 1. Repeated experiences will help children acquire the big idea- that print carries meaning
• 2. Teacher can have children follow along with their fingers as they read aloud (Teaches directionality/tracking of print)
• 3. Good way to teach sentence, word, and letter representation (student identifies sentences, words, letters)

messages that people encounter in ordinary, daily living: mild cartoons, bumper stickers, candy wrapper, etc.

Letters, words, phrases, and sentences

• 1. Teacher can display the items on bulletin boards/ learning centers
• 2. Lesson about letters, words, phrases, sentences that appear on items

• Plenty of written language on display:
• Labels/captions: classroom items labled
• Morning message: (Daily schedule w/dates, etc) written chart paper, large letters
• mailboxes: notes to write to classmates

directionality; letter, words become print, sentences, and print carries meaning

Research shows that accurate and rapid letter recognition is a essential component in learning to read.

• 1. Letter naming
• 2. letter formation

• Through multisensory methods:
• 1. some activities are primarily visual
• 2. Others tap auditory
• 3. tactile
• 4. Kinesthetic modes of learning

• Activity: Teacher can write the letter J on the board and ask all the students with names beginning with J to stand underneath J. 
• Activity:  26 shoes boxes labeled with a different letter of the alphabet.  Students are to place an object in appropriate box,depending on the letter of the alphabet the object begins with.

The song needs to be sung slowly while someone points each letter (good auditory experience)

Letter recognition:

• 1. associating names and things with letters
• 2. singing the alphabet
• 3. ABC books
• 4. Practice writing both uppercase and lowercase letters and writing words
• 5. Tactile and kinesthetic methods

The names of letters as they write

write words

Teacher should encourage children to write words with the letters even if the results is inaccurate spelling

touch

Children can make 3-dimensional letters out of modeling clay or trace their fingers over letters cut out of sandpaper

Refers to motion

Ask children to make exaggerated movements with their hands and arms, as they pretend to write letters that are 2 feet in height in the air

m and n are visually similar

1st- teach EITHER the lowercase or all the uppercase letters first; DON'T teach both at the same time.

2nd- Teach one letter at a time & each time you teach a new letter, review the ones that have been learned previously

Is learning to recognize, name, and form letters that are visually and auditor similar, or both.

• Visually similar: m and n
• Auditory similar: p and d
• Both: b and d

Some teachers teach letters that are similar one after the other, rather then teaching in alphabetically order. 

That children learn to recognize, name, and form the b before they go on to the d. 

For letters such as m and n or b and d, many teachers help students distinguish the two letters by asking them to trace the letters with their fingers, focusing on the different direction or different movements the fingers take for each letter.

Teach children to hear and manipulate those sounds

Teaches children letter-sound correspondences and how to apply that knowledge to sound out words and blend sounds.

• Graphemes: letters
• Phonemes: sounds

The child understands the alphabetic principle:  sounds are represented by letters.

Instruction in phonemic awareness, phonics, spelling

alphabetic principle and letter-sound correspondence

write

Young children write, their spelling reflect their still-developing knowledge of English letter-sound correspondences. (child writes but doesnt know the accurate spelling).

• 1. Some sounds may not have any letters at all such as lum for lump
• 2. Others sounds in words will be represented by the wrong letters such as bote for boat

• 1. Overemphasis on correctness will stop children dead in their tracks
• They will write very little and this is not good-they need the challenge in figuring out how words are spelled
• 2. Phonetic spelling provides important assessment data on a child's knowledge of letter-sound correspondence

• 1. focus on key concepts & skills
• 2. Reteaching concepts, skills, letters, and skills that are lacking
• 3. Using a variety of concrete examples to explain a concept or task
• 4. providing extra practice
• 5. using visual, auditory, kinesthetic, and tactile techniques.

They have difficulties with the concept of directionality/tracking of print & the difference between letters and words.

• 1. Involve one-to-one intervention
• 2. Strong kinesthetic element

• 1. The student should guide the teachers fingers as he/she reads from left to right & makes the return sweep
• 2. The child needs to point to the next word as the teacher reads (the teacher moving the child's finger if necessary)

• Many require concrete examples.
• Many children understand the difference between words & letters by simply looking at a page of book and counting the number of words on a line and number of letters in a word when asked to do so by the teacher.

• Letter tiles:
• Teacher would give student a tile with the letter c, a, t. Student would be asked to pull apart and then together the tiles to form cat.  (this is blending sounds)

• 1. Capitalize on the transfer of relevant knowledge and skills from their primary language
• 2. Recognize that not all languages are alphabetic and that key features of alphabets vary, depending on the first language.

• 1. increasing the pace of instruction
• 2. building on and extending current knowledge and skills

• Marie Clay from New Zealand
• basal reading system districts are providing that are called Houghton Mifflin or Open Court

• 1. Teachers uses on of two special books, Sand or Stones (book has some pages with print upside down, some words with the letters reversed, some lines of print in odd configuration)
• 2. Teacher asks student to point to the front of page, identify where a student should start to read in the book, etc

• 1. book orientation
• 2. directionality
• 3. beginning and ending of a story
• 4. word sequence
• 5. Recognition of punctuation & capital letters

• 1. Any picture book with 3-4 lines of text displayed in conventional form on most pages
• 2. Paper and pencil. The teacher asks students to perform tasks and keeps records of the results.

• Directionality/tracking of print:  Ask student where you should begin reading. Student should point to the first word on the first line of the text.
• Word boundary: Cover all the text except one line of text & ask students how many words are on that line

Ask the child to write something. If the child begins to write such as a letter then he/she understand.  But if she/he squiggle/illlustrations then he/she doesn't understand.

A checklist usually provided by their districts.

• Teacher will ask student where is letter s, the student should be able to point to the letter s on a list of all 26 letters. 
• To assess letter naming the teacher will point to the letter s and the student will say the letter.  

• 1. The teacher should assess the student's ability to write the letters in isolation.
• E.g. teacher calls out he letter & student writes  it.
• 2. The real test is whether the child can form each letter legibly

• Teacher asks students to write a letter
• Teacher uses student's writing work to judge the ability to produce each letter

It can be done through observation while the child read aloud & write. If the child tries to sound out words-if they struggle with finding the right sound for a letter-then they have mastered the alphabetic principle.

• Entry-level: formal
• Summative assessment: formal
• monitoring of progress: informal (observations)

• Do a formal assessment of each student early in the school year.
• One-to-one- commercially based test (Houghton Mifflin/Open Court), or the teacher developed format (using a picture book, paper, and Pencil)

• one-to-one
• cover all the concepts about print/letter recognition, letter naming, letter formation

The ability to read aloud, or decode, words correctly

• Word identification means you can pronounce a word 
• Word recognition is making a connection between the word being pronounced and its meaning

automaticity: Children don't get bogged down with decoding words, they can focus their attention on understanding what they have read.

Phonics and Sight words

The ability to make the correct association between the sounds and the symbols of a language.  

the knowledge that the letter c makes both the /k/ sound (cake) and the /s/ sound (city).

Words that children should be taught to identify as whole units without breaking the word down by phonics or morphology

• 1. High-frequency words that appear most frequently in the printed texts children read (as, the, of)
• 2. Words with irregular spellings, such as dove/great
• 3. Words that children want to know, usually because they use them in their writing (dinosaur, Burger King)
• 4. Words that are introduced in content-area lesson in social studies & science (insect/butterfly)

To a linguist, is the study of word formation

When they rely on root words, prefixes, and suffixes

The process of recognizing words by analyzing prefixes, suffixes, and base words

The process of recognizing words by analyzing the syllables in a word.  

Figuring out the meaning of unknown word by knowing the meaning of the words surrounding the unknown word.

knowledge of phonic and sight words facilitates swift and accurate word identification, which is a prerequisite for word recognition, reading fluency, and reading comprehension

When children learn to identify in print words that exist in their oral vocabulary, they increase the number of word that they "recognize," that is, that they know the meaning. 

• When children learn to identify in print words that exist in their oral vocabulary.
• This is good because it increases the number of words that they recognize & know the meaning of.

To achieve automaticity

Automaticity is that ability to do things without having to think about them at a conscious level

When his or her word identification is swift and accurate.  

fluent reading, that is, reading at an appropriate pace with appropriate expression

Reading comprehension

lose track of the meaning of what they are reading.

Start with the simplest linguistic units (consonant sounds) and progress to more complex linguistic units (irregular words)

• 1. continuous sounds
• 2. stop sounds

sounds made by the letters f, l, m, n, r, s, v, and z

b, c, d, g, j, k, p, qu, and t

Two-letter combinations that make one sound 

E.g. ph in phone, sh in share, ph in diagraph

Blends are two- or three-letter combinations, said rapidly and each letter in a blend make a sound

E.g. pl in play, spr in spring, bl in blend

Two-vowel combinations that make a single sound

E.g. oa, boat makes the long o sound, the ea in teach makes the long e sound

1. Glided sounds made by such vowel combination as oi in oil and oy in boy.

• 1. Are neither long or short
• 2. E.g. as in the sounds a makes in car, e makes her, i makes in girl, u makes in hurt, and o makes in for

• 1. Are neither long or short 
• 2. E.g. as in the sound a makes in chalk, e makes in help, i makes in milk, o makes in cold, and u makes in bull

• 1. prefixes (inter- or intra-)
• 2. suffixes (-est or -ment)
• 3. Words without prefixes/suffixes (pizza or elephant)

Suffixes

• No
• E.g. walk and walked are both verbs, big and bigger are both adjectives

-ed, -er, -est, -ing, and -s

Children should be taught how to pronoun -er and -est and understand how they chag the meaning of the root words they are attached to.

• 1. VC
• 2. CVC
• 3.CVCC
• 4. CCVC
• 5. CVVC
• 6. CVCE

• 1. Vowel Consonant- vowel sound is short as in am, it, and up
• 2. There are Exceptions- words with "irregular" spelling
• 3. E.g. the word   to  has an "irregular" spelling & is an exception to the VC pattern because the o does not make the short o sound 

1. The medial (in the middle) vowel is short as in man, pet, lip, tot, and bum.

• 1. Words in this patter include balk, cost, and film
• 2. The vowel is short
• 3. End with a consonant blend

• 1. Start with consonant blend (brat, clap, or skip)
• 2. The vowel is short

1. Many but not all words in this pattern have vowel digraphs  (two-vowels, one sound): bait, team, goat

• 1. The vowel sound in this pattern makes a long sound as in made, like, come, and buge
• 2. Beware of those irregular exceptions, love and live 

• 1. Compound words, divide between the words: in-side, foot-ball
• 2. Single-syllable prefix, divide between the prefix and the root: un-kind, pre-test
• 3. Never divide a consonant digraph: bush-el, teach-er
• 4. Two consonants in the middle of a word that are not digraphs, divide between the consonants: sis-ter, but-ter
• 5. Single consonant in the middle of a word between two vowels, the vowel preceding the consonant is short, divide after the consonant : cab-in, lev-el
• 6. Single consonant int the middle of a word between tow vowels, the vowel preceding the consonant is long, divide before the consonant: be-long, fe-ver

• 1. Does not follow the decoding generalization-Irregular words of, the, was
• 2. Etymology (word origins)-they reflect the spelling of another language

They are taught as sight words in kindergarten, 1st grade, and 2nd grade

• Words that are taught as a whole "unite"-
• They are taught as whole unites so that children do need to decode them

• 1. The 300 words most frequently used words in English
• The is #1
• of is # 2
• was is #12

1. Nouns, verbs, adjectives

function words with no clear meaning: propositions, pronouns, or conjunctions (of, the, was)

the, of, was

• 1. They are high-frequency words children need to know early on
• 2. Some sound-symbol relationship in the word will not be taught until much later

• Park
• 1. Many children will want to use in their writing
• 2. The R-controlled a in park may not be taught until 2nd grade

• Each 
• 1. EA vowel digraph is not among the first sound-symbol relationships taught to children
• 2. Its a high frequency word it must be taught as a sight word late in Kindergarten or early in 1st grade

• 1. Precommunicative
• 2. Semiphonetic
• 3. Phonetic
• 4. Transitional
• 5. Conventional

Yes, because it will tell you what type of instruction the child needs

• 1. No understanding that letters represent sounds.
• 2. Rather than letters, the child "writes" by drawing pictures or making squiggles
• 3. If letters appear they are randomly assigned
• 4. NO understanding of the alphabetic principle
• E.g. Child wrote: aaLLo Shav to represent - My Dad's new car.

• 1. Children attempt to use letterto represent sounds
• 2. The child's knowledge of sound-symbol relationships, is poorly developed
• 3. Children at this level don't understand that at least one letter for each sound in a word; that is some sounds in words are not represented
• E.g banana is spelled baa