3. It Takes a Village
The last word of this poem, phat, is a slang
word that means "pretty hot and tempting''
or "totally cool.'' Phat is also the Vietnamese
name for the Buddha. So phat, as I am using
it, means “totally Buddha cool.”
What can WE do?
4. It takes a whole village to raise a child.
That is what a lot of indigenous cultures believed.
In Bali, when a new babe is born,
Everyone takes turns holding the babe
for two years straight.
Not once during that time is the babe put down.
5. Dolphins do something very similar to that.
When a baby dolphin is born,
All dolphins come from all over---
It does not matter how far away---
To greet and take care of the new baby dolphin
That has just entered the world.
6. I was thinking, what if we as a society did the same?
What if it were not just up to the parents to raise the child
But the whole town?
What would the world be like if a baby were born,
And everyone came from all over
To greet the new Soul to the world
With gifts and love?
7. Am I and I alone responsible for my actions?
Maybe not.
I am responsible for my actions and others' actions.
Others are responsible for my actions and their actions.
It is never one-sided.
Think about it.
8. What would the world be like
If we all saw that child as our responsibility?
Oh, just imagine that.
Do you think we would still have crime
Or loneliness running rampant on the streets?
Just imagine what the world would be like if we lived like
that.
Now that, my dear ones, is phat.
http://www.jessicamystic.com
10. In 1997, congress asked the NICHD, along with
the U.S. Department of Education, to form
the National Reading Panel to review research on
how children learn to read and determine which
methods of teaching reading are most effective
based on the research evidence.
The panel included members from different
backgrounds, including school administrators,
working teachers, and scientists involved in
reading research.
Where did the Big Ideas in
Beginning Reading come from?
11. Many of the nation's children have problems learning
to read. If they don't get the help they need, these
children will fall behind in school and struggle with
reading throughout their lives.
Although parents, teachers, and school officials work
hard to help kids learn to read, there have been
many different ideas about what ways of teaching
reading worked the best - and some ideas
contradicted each other.
Congress asked the NICHD and the U.S. Department
of Education to form the National Reading Panel to
evaluate existing research about reading and, based
on the evidence, determine what methods work best
for teaching children to read.
Why was the National Reading
Panel formed?
12. Specifically, congress asked the panel to:
•Review all the research available (more than 100,000
reading studies) on how children learn to read.
•Determine the most effective evidence-based methods
for teaching children to read.
•Describe which methods of reading instruction are
ready for use in the classroom and recommend ways of
getting this information into schools.
•Suggest a plan for additional research in reading
development and instruction.
In addition, the National Reading Panel held public
hearings where people could give their opinions on what
topics the panel should study.
What did the National Reading
Panel do?
14. Phonemic awareness is he ability to hear and manipulate
the sounds in spoken words, and the understanding that
spoken words and syllables are made up of sequences of
speech sounds (Yopp, 1992). Phonemic awareness
involves hearing language at the phoneme level.
16. Rhyming &
Alliteration
Sentence
Segmenting
Syllable Blending
& Segmenting
Onset-Rime
Blending &
Segmenting
Phonological Awareness
-Awareness of word parts
PHONEME
Isolation
Identity
Categorization
Blending
Segmentation
Deletion
Addition
Substitution
17. Phoneme:
The smallest part of spoken language that makes
a difference in the meaning of words
Phonemic Awareness:
The ability to hear, identify, and manipulate the
individual sounds – phonemes – in spoken
words
Phoneme &
Phonemic Awareness
18. Phoneme:
40 phonemes
For each phoneme, there is a correct vocal
gesture.
Most words consist of a blend of phonemes,
such as
my with two phonemes /m/-/ī/
ship with three phonemes /sh/-/i/-/p/
clock with four phonemes /k/-/l/-/o/-/k/
20. Phonemes are different from graphemes, which are
units of written language and which represent
phonemes in the spellings of words.
Phoneme, Phonological Awareness &
Phonemic Awareness
(vs. Phonics)
21.
22. Sentence Segmenting
How many words are in this sentence?
The children play in the park.
Syllable Segmenting
How many syllables are in the word Umbrella?
Um brel la
1 2 3 4 5 6
23. onset rime
t r u s t
Onset-Rime
Blending and Segmentation
t r u s t
25. • Phoneme Isolation: The ability to recognize
individual sounds in words.
The first sound in cat is /k/.
Phonemic Awareness
• Phoneme Identity: The ability to recognize the same
sound in different words.
The same sound in
mouse, mat, and
map is /m/
26. • Phoneme Categorization: The ability to recognize
the word in a series of words that does not
belong.
Phonemic Awareness
Which word does not belong with the others?
ball, bus, girl, balloon
27. • Phoneme Blending: The ability to hear spoken
phonemes and combine them into a word.
Phonemic Awareness
What is the word? /b/-/u/-/s/
Phoneme Segmentation: The ability to break a word
into its separate phonemes
28.
29. • Phoneme Deletion: The ability to identify what
remains of a word if a phoneme is deleted.
Phonemic Awareness
is milesmile without /s/
30. • Phoneme Addition: Create a new word by adding
a phoneme.
When /s/ is added to the beginning
of top, it makes stop.
• Phoneme Substitution: Substitute one phoneme
for another to create a new word.
When the /b/ in bat is changed to /m/,
the new word is mat.
Phonemic Awareness
31. The alphabetic principle is the understanding that words are made
up of letters and the letters represent sounds. Additionally, it is the
ability to use these letter-sound associations to read or write words.
Phonics is the instructional method that focuses on these letter-
sound associations.
32. –Alphabetic Understanding: Words are
composed of letters that represent
sounds.
–Phonological Recoding: Translation from
written representation into a sound-
based system to arrive at the meaning of
words in the lexicon (stored vocabulary)
in long-term memory. (Wagner & Torgesen,
1987)
The alphabetic principle is composed
of two parts:
34. 34
How Are Phonemic Awareness and Phonics Connected?
Phonemic Awareness
Sounds
Phonics
Letters
Given the spoken word “dog,“ the student can tell
you that the beginning sound is /d/. (isolation)
Given the separate sounds /d/ /o/ /g/, the student
can tell you that they make up the spoken word
“dog.” (blending)
Given the spoken word “hat,” the student can
separate the word into three separate sounds
/h/ /a/ /t/ (segmentation).
Given the spoken word “cart” and asked to take off
the last sound, the student can say “car.” (deletion)
Given the spoken word “dog,” the student can tell
you that the beginning letter is “d.”
Given the word “dog” in print, the student can make
the sounds for each letter and blend them into the
word “dog.”
Given the spoken word “hat,” the student can tell you
that the letters that spell the sounds in hat are h-a-
t and/or write the word “hat.”
Given the spoken word “cart,” the student can spell
c-a-r-t. If the final “t” is erased/covered, the
student can read the word as “car.”
Although phonemic awareness and phonics are two separate skills, phonemic awareness instruction is most
effective for strengthening reading and spelling when children are taught to use the letters in conjunction
with manipulating the phonemes.
(Armbruster, Lehr & Osborn, 2001)
35. 35
What Is Phonics Instruction?
Phonics instruction is reading instruction
that teaches students the relationship
between:
• the letters of written language
(graphemes), and
• the individual sounds (phonemes) of
spoken language.
41. Phonics
• Synthetic Phonics
• Part to whole
• Analytic Phonics
• Whole to part
• Word families (rimes)
• Vowel Patterns
• 6 Syllable types
• 85-88% regularity
• Structural Analysis
• Root words, prefixes
& suffixes
• Compound words
• Contractions
• Syllabication
42. Orthography: Syllables
• Six basic syllable types
• 85 – 88% of English language
• Vowel Patterns (syllable types)
• Structure of our language
• Alphabetic code
46. Vowel Patterns
Closed:
A word or syllable that contains only one
vowel followed by one or more consonants;
the vowel is short.
“One lonely vowel squished in the
middle, says its special sound just a
little.”
sat bed fin top gum
sand best print shop lunch
at Ed in on up
47. Vowel Patterns
Open:
A word or syllable that ends with one
vowel; the vowel is long.
“If one vowel at the end is free, it
pops way up and says its name to
me.”
me she hi go flu fly
48. Vowel Patterns
Silent e [Magic e]:
A word or syllable that ends in e, containing one
consonant before the final e and one vowel before
that consonant; the vowel is long.
“When the e is at the end, the sound is gone;
it makes the other vowel in the word say
its name long.”
make Steve ride hope cube
49. Vowel Patterns
Bossy r [r-controlled]:
A word or syllable containing a vowel followed
by r; the vowel sound is altered by the r.
“When the vowel is followed by the letter
r, the vowel has to be the star.”
car her girl for curl
50. Vowel Patterns
Double Vowel Talkers: [vowel digraphs]
A word or syllable containing two adjacent
vowels; the first one is long.
“When two vowels go walking, the first
one does the talking and says its name.”
rain day see meat pie
boat toe slow suit blue
51. Vowel Patterns
Double Vowel Whiners :[diphthongs and variants]
A word or syllable that contains two adjacent vowels;
the vowels say neither a long or short vowel sound,
but rather a very different sound.
“Sometimes when two vowels are together, they
make a whine sound, like when you fall down
and want to be found.”
(ow, aw, oy, boo-hoo).
fault saw foil boy loud cow moon new book
52. Vowel Patterns
C+le: [consonant + le]
This syllable ends with “le” preceded by a
consonant, and occurs in two-syllable
words.
“The –le grabs the consonant right before
it, and makes a clean syllable to form
the split.”
bub–ble ca–ble ea–gle poo–dle pur-ple
53. Vowel Pattern
“Prediction Power”
The prediction power of the patterns ranges from 77
to 89%, each of which is much better than
predictions on the basis of chance alone. Teaching
children vowel patterns can make a difference in
their fluency and comprehension (May, 2002).
Closed
86 – 89%
Open
77%
Silent e
81%
Bossy r 2 Vowels
Talkers
Whiners
77%
C+le
54. Irregular / “Memory” Words
• About 12 – 15% of English words
do not conform to the regular
patterns
• Can be taught through context,
repetition, multisensory
techniques, and learning games,
e.g., Word Wall activities, VAKT
(associative word cards), BINGO
56. Root Words and Affixes
Prefix Root Suffix
un friend ly
re heat ed
in spect or
• Color-highlight or draw a box around
affixes (prefix = green; suffix = red)
• Make charts for similar affixes
57. Compound Words
• Begin with whole word, e.g., doghouse
• Segment and blend
• Use fists, puzzles, linking blocks
• Make lists of compound words
• Use color-coding (doghouse)
• Practice deletion (say doghouse
without dog)
58. Contractions
• Compare “long” and “short” forms,
e.g., do not (long – 2 words)
don’t (short – contraction)
• Highlight apostrophe (use elbow
macaroni) and deleted letter/s in red
• Use a rubberband to show long and
shortened forms (same meaning)
• Make lists of contractions from stories
59. Syllabication Patterns
• C+le turtle tur – tle
• VC/CV rabbit rab – bit
• V/CV tiger ti – ger
• VC/V camel cam – el
• V/V lion li - on
60. Strategy for Syllabication
• “Spot and dot” the vowels
• Connect the dots
• Look at the number of consonants
between the vowels
• If 2 – break between the consonants
• If 1 – break before the consonant; if it
doesn’t sound right, move over one
letter
61.
62. Apply and Transfer
• Provide many opportunities to use
these skills and strategies, both in
isolation and in connected text
– Fiction and non-fiction
– Poetry and songs
– Decodable text
– Learning games and activities
63. Meyer and Felton defined fluency as "'the ability to read
connected text rapidly, smoothly, effortlessly, and
automatically with little conscious attention to the
mechanics of reading, such as decoding" (1999, p. 284).
66. Factors that might potentially influence
oral reading rate
1. Proportion of words in text that are recognized as
“sight words.”
2. Speed with which sight words are processed -
affected by practice or individual differences in
basic processing speed.
3. Speed of processes used to identify novel or
unknown words -- phonetic decoding, analogy,
context.
4. Speed with which word meanings are identified.
5. Speed at which overall meaning is constructed
6. Individual choices about the trade-off between speed
and accuracy
67. “Sight words are words that readers have read
accurately on earlier occasions. They read the
words by remembering how they read them
previously. The term sight indicates that sight of
the word activates that word in memory, including
information about its spelling, pronunciation,
typical role in sentences, and meaning” (Ehri, 1998)
What is a “sight word”?
“ Sight of the word activates its pronunciation and
meaning in memory immediately without any
sounding out or blending required. Sight words are
read as whole units with no pauses between
sounds” (Ehri, 2002))
“Sight words include any word that readers have
practiced reading sufficiently often to be read from
memory” (Ehri, 2002))
68. What factors might influence how easily and
rapidly children enlarge their “sight word
vocabularies?
1. The number and breadth of the words they have
multiple opportunities to read—reading practice
3. The size of their oral language vocabulary-its
easier to accurately guess a “known” word than an
unknown word
4. Perhaps a biologically based ability to process
symbolic information fluently (RAN tasks)
5. The level and fluency of phonemic awareness
6. Motivation and interest in adding new words to sight
vocabulary
2. The accuracy of the child’s “first guesses” at the
identity and pronunciation of unknown words
69. Echo Reading
In echo reading, the learner echoes or imitates a skilled reader. Echoing a
skilled reader helps learners:
• gain confidence in reading aloud
•learn sight words
•read material that might be too difficult for them to read alone, and
•practice proper phrasing and expression.
Echo reading is especially useful for helping learners practice texts that they
need to read out loud, such as:
•reports or stories in front of a class, or
•Scriptures in church.
Steps Here are the steps that a skilled reader should follow to use echo
reading:
1. Read a sentence or phrase to the learner.
•Read with fluency and expression.
•Track while reading.
2. Have the learner read the same section after you finish.
Alternatives Here are alternative ways to use echo reading:
A. Have the learner and teacher alternate sections.
B. Make a tape of what the skilled reader reads and leave blank spaces for
the learner to repeat the utterances. Have the learner repeat the tape
utterance in the time provided.
69
70. Learning, as a language based activity, is fundamentally
and profoundly dependent on vocabulary knowledge.
Learners must have access to the meanings of words that
teachers, or their surrogates (e.g., other adults, books,
films, etc.), use to guide them into contemplating known
concepts in novel ways (i.e. to learn something new).
(Baker, Simmons, & Kame'enui, 1998)
71. 71
Vocabulary Development
• Interacting with others daily in oral language,
• Listening to adults or older students read to them, and
• Reading extensively on their own,
• Teaching specific key words before reading helps both
vocabulary learning and reading comprehension.
• Provide instruction that promotes active engagement with
vocabulary words.
• Expose vocabulary words to children in a variety of ways
over time.
• Create word awareness by calling attention to words and
playing with words (Armbruster, Lehr, & Osborn, 2001).
Children learn the meanings of most words indirectly
through everyday experiences with oral and written
language by:
Vocabulary should also be taught directly.
72. 72
What Methods Are Used To Teach
Vocabulary?
Incidental or Implicit Instruction
• Oral Language Engagement
• Reading to, with, and by adults or peers
• Independent reading
• Interaction with peers
Intentional or Explicit Instruction
• Active Engagement in Literacy-rich Contexts
• Restructuring Tasks: Procedures, Process, and
Materials
• Repeated/Multiple Exposures
• Instructional Practices
– Word Learning Strategies
– Multi-media
Types of Vocabulary
• Listening/Hearing
• Speaking
• Reading
• Writing
73.
74.
75. Comprehension is active and intentional thinking in
which meaning is constructed through interactions
between the text and the reader (Durkin, 1973)
77. Teaching Comprehension is...
... teaching thinking
• Students do not have to be able to decode
to be taught comprehension strategies
• Picture books can be used to teach
comprehension strategies
• Non-fiction books also convey an
enormous amount of information through
photographs, maps, diagrams etc.
78. Torgesen, J. K. (2003, December). Operationalizing the Response to Intervention model to identify children with learning disabilities: Specific
issues with older children. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention
78
What we know about the factors that
affect reading comprehension
Proficient comprehension of text is influenced by:
Accurate and fluent word reading skills
Oral language skills (vocabulary, linguistic
comprehension)
Extent of conceptual and factual knowledge
Knowledge and skill in use of cognitive strategies to
improve comprehension or repair it when it breaks
down.
Reasoning and inferential skills
Motivation to understand and interest in task and
materials
79. What Do We Mean By Strategies?
“Reading strategies are deliberate, goal-directed
attempts to control and modify the reader’s efforts
to decode text, understand words, and construct
meanings of texts.”
“The reader’s deliberate control, goal-directedness, and
awareness define a strategic action.”
Afflerback, Pearson, & Paris, The Reading Teacher, February, 2008.
80. Making Connections Between Prior
Knowledge and Text
• Students comprehend better when they are
able to relate what they read to another
aspect in their lives or the world in general.
• Readers store newly learned information with
other related memories( Pearson et al. 1992).
• Good readers know when their background
knowledge for a topic is inadequate and how
to build it.
81. Asking Questions
• Questioning while reading keeps the level of
engagement active. It gives the reader
incentive to forge ahead to make meaning.
• Proficient readers ask questions of themselves
and of the authors as they read, to clarify,
make predictions, focus their attntion and
locate specific answers.
82. Evoking Sensory Images (Visualizing)
• Active readers create pictures in their
minds as they read. These pictures
enhance and further understanding
through visual, auditory and other
sensory connections to the text.
• Active readers immerse themselves in
rich detail.
• Active readers revise their images to
incorporate new information.
83. Drawing Inferences
• Inferring is the intersection of taking
what is known and combining it with
clues from the text to speculate what
is to come, to make critical
judgments or to form unique
interpretations.
84. Determining Important Ideas
• Readers must differentiate between
key ideas and less important ideas
determining which are central to the
meaning of the story.
• Readers utilize text structure and
special features in expository text to
help determine importance.
85. Synthesizing Information
• Synthesizing involves combining new
information with existing knowledge to form a
new interpretation or a new insight.
• Synthesizing can clarify or change a reader’s
thinking.
• A new idea is formed much the same as a
jigsaw puzzle moves toward completion piece
by piece.
• Good readers extend their synthesis of the
literal meaning to the inferential level.
86. Repairing Understanding
• If confusion disrupts understanding, reader’s may need
to go back and select appropriate strategies to unlock the
meaning.
• They may need to skip ahead, reread, use syntax,
semantics or grapho-phonic cues to solve a given
problem.
• Good readers ask themselves:
Does this make sense?
Does this word sound like language?
Have I seen this word before or one similar?
What do I already know from the context of this text that
will help me?
88. 88
Metacognative, Non-linear, Multi-Strategy Process
Reader-, Text-, Activity-, and Context-Specific
Active Engagement with Text as a Means to
Acquire Knowledge, Enhance Understanding, Construct Meaning
INSTRUCT AND PRACTICE
WITH STRATEGIES
BEFORE
DURING
AFTER
• Activate prior knowledge
• Pre-read
• Predict
• Connect
• Question
• Recognize text structure
• Connect
• Visualize
• Question
• Predict
• Monitor
• Infer
• Use fix-up strategies
• Reread
• Read selectively, fluently,
and decode rapidly
• Summarize
• Synthesize
• Question
• Interpret on different levels
• Connect
• Infer
• Verify
• Reread
• Determine what’s important
COMPREHENSION
89. Ask students to explain their thinking:
Describe the strategies they used
Identify exact text information they
used and why it was helpful
Identify the obstacles to answering
questions
Generate their own questions and
explain why they are appropriate
90.
91. The activity or skill of marking coherent
words on paper and composing text.
92. What does the research say?
• Reading and writing are interdependent processes
that are essential to each other and mutually
beneficial.
• Reading and writing should occur naturally to
construct meaning in everyday situations.
• Reading and writing are clearly related, and each
has been shown to benefit from instruction
addressing the other.
~McCardle, Chhabra, & Kapinus in Reading Research
in Action, 2008
92
94. How do the reading strategies
translate to writing?
1. Make connections
2. Self-question
3. Visualize
4. Determine
importance
1. Connects to topic/thesis
2. Writing Process/ organization/
drafts
3. Creates a picture/plan
4. Must determine the
evidence/supporting details
94
95. How do the reading traits
translate to writing?
5. Make inference
6. Synthesize
7. Monitor
comprehension
5. Audience, readers’
concerns, counter-
arguments
6.Research/include/
create
7. Diction, syntax,
cohesiveness
95
96. Journaling Opportunities
• Double Entry Journals with
Quotes
• Free Write (Personal) Journals
• Literature Response Journals
• Math Journals
• Science Journals
• Buddy Journals
97.
98.
99. Why Is It Important to Address
Transitions Between Activities?
Transitions take time:
• Children often spend a lot of time waiting
• Transitions can be stressful and frustrating
• When children are taught what they “should
be doing,” we are less likely to see problem
behaviors
100. Give Me Five
Teach the children that the five fingers on their
right hand stand for the five things they must do
when you hold up your hand. Say, "Give me five,"
and wait until all the children hold up their hand.
Then lead them in saying the five things together.
(1) Eyes -- look
(2) Ears -- listen
(3) Mouth -- closed
(4) Hands -- still
(5) Feet – quiet
Later when you say, "Give me five," the children
are to think of these five things and hold up their
hand to show they are ready to listen.
101. Target Word
Use a target word for a day or week. Have the
students pick one that is related to what they are
studying. For example, pioneer, Ohio, or fossils.
When you say the word, the children stop,
look and wait for directions. Or, the children
could respond with a definition or short response
to the target word; for example, if you said,
"Ohio," the students would respond, "The
buckeye state." Other call backs could include
"spaghetti" -- "meatballs," or "Abraham" –
“Lincoln." Let the students suggest new words to
be used.
102. References
Ehri, L. (2002). Phases of acquisition in learning to read words and implications for teaching. In
R. Stainthorp and P. Tomlinson (Eds.) Learning and teaching reading. London: British
Journal of Educational Psychology Monograph Series II.
Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency instruction in reading:
Relationships with established empirical outcomes. In M. Wolf (Ed. ), Dyslexia, Fluency, and the
Brain. Parkton, MD: York Press.
Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: A
model of acquisition and individual differences. Issues in Education: Contributions from
Educational Psychology, 1, 1-57.
Torgesen, J. K. (2003, December). Operationalizing the Response to Intervention model to identify
children with learning disabilities: Specific issues with older children. Paper presented at the
National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium,
Kansas City, MO.
Afflerback, Pearson, & Paris, The Reading Teacher, February, 2008.
Baker, Simmons, & Kame'enui. (1997). Vocabulary acquisition: Research bases. In Simmons, D.
C. & Kame'enui, E. J. (Eds.), What reading research tells us about children with diverse
learning needs: Bases and basics. Mahwah, NJ: Erlbaum.
Durkin, D. (1978-79). What classroom observations reveal about reading comprehension
instruction. Reading Research Quarterly, 14, 481-533.
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches
and new directions. Annals of Dyslexia, 49, 283-306.
Yopp, H. K. (1992). Developing Phonemic Awareness in Young Children. Reading Teacher, 45, 9,
696-703.
