Kathryn CathermanStephanie Lemmer

•Read all•Select 5•Pair share: “Did you know …” dialogue•Info for whole staff?

What influences college and career readiness?

What can be done to ensure that more middle school students get off to a strong start in high school?

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Focus… As you watch this video,

1. Note the active participation procedures that are directly taught to students.

2. Identify other good instructional practices.

Inclusive: All means All, no voyeurs, every student is actively responding (saying/writing/doing) to the instruction provided.

Equity: Every student receives the scaffolding (temporary instructional support) to perform at least semi competently during instruction. (e.g. rehearse with a partner, sentence starter, model answer, feedback, graphic organizers, etc.)

Academic: Every student is learning to appropriately use academic language (beyond vernacular chat) and engage in higher order thinking (e.g. analyze, explain, evaluate) daily across content areas.

We need to structure each lesson with these three keys in mind…

Kevin Feldman

• Number off and read;#1s Read Pages 1-3#2s Pages 4,5, and 6 (through Model 3)#3s Pages 6 (starting Model 4) 7 and 8#4s Pages 9 and 10#5s Pages 11,12, and 13

• Jot down important points

• Share out

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

PA is the ability to focus on and manipulate the phonemes in spoken words.

Critical skill: Segmentation and blending

Taught in a progression of simple to complex skills.

• Isolation: initial, final, medial• Categorization • Blending• Segmentation• Deletion/substitution

Phonemic Awareness is not directly taught to adolescents.

Students that lack the skill of blending and segmenting words have a more difficult time with word attack skills for multisyllabic words.

Application to spelling: lack of PA will impair ability to spell.

Based on two parts:

1. Alphabetic Understanding: Letters represent sounds in words.

2. Phonological Recoding. Letter sounds can be blended together to make words.

Goal of all phonics programs is to provide students with necessary knowledge to use the alphabetic code so they can progress normally in learning to read and comprehending written language.

Phonics elements should be taught explicitly and systematically.

Phonics elements should be taught explicitly and systematically with a focus on multisyllabic words.

Emphasis is on word study (word parts, origins, using synonyms and antonyms to find meaning of a word…)

Students that lack advanced phonics skills will struggle with fluency.

Fluent readers can read text with appropriate rate, accuracy and proper expression.

Fluency=automaticity

Exposed to

1,800,000 words per year

Exposed to

282,000 words

per year

Exposed to

8,000 words

per year

< 1 minute 4.6 minutes 20 minutesTime spent reading each day

Statistics derived from Shaywitz, S. (2003). Overcoming dyslexia. New York: Alfred A. Knopf.

Variation in Amount of Independent Reading

Minutes Per Day Words Read Per Year

65.0 4,358,00021.1 1,823,00014.2 1,146,000 9.6 622,000 6.5 432,000 4.6 282,000 3.2 200,000 1.3 106,000 0.7 21,000 0.1 8,000 0.0 0

Anderson, Wilson, and Fielding (1988)

Repeated reading using instructional level

text

Guided oral reading

Echo reading

Peer assisted reading

A person’s ability to store word meanings in their lexicon.

A reader must be able to access words and their meanings on both a receptive and expressive level.

Vocabulary Gap Children enter schools with different

levels of vocabulary

◦ Meaningful Differences (Hart & Risley, 1995)Words heard per hour

Words heard in a 100-hour week

Words heard in a 5,200 hour year

3 years

Welfare 620 62,000 3 million 10 million

Working Class 1,250 125,000 6 million 20 million

Professional 2,150 215,000 11 million 30 million

Quantity Welfare: 616 words

Working: 1,251 words

Prof: 2,153 words

Quality Welfare: 5 affirmations 11 prohibitions Working: 12 affirmations 7 prohibitions Prof: 32 affirmations 5 prohibitions

1. High-Quality Classroom Language

2. Reading Aloud to Students3. Explicit Vocabulary Instruction4. Word-Learning Strategies5. Wide Independent Reading

1. Introduce the word2. Present a student-friendly

explanation3. Illustrate the word with

examples4. Check students’

understanding

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The essence of reading (Durkin, 93)

An active process that engages the reader by requiring them to intentionally think and interact with the text in order to make meaning. (NRP)

Prediction

Self Monitoring

Asking and answering questioning

Summarizing

Explicit instruction: I do, We do, Y’all do, You do

Multiple strategy instruction

Use common graphic organizers

Text structure

Practice of strategies needs to be done with appropriate text.

Explicit strategy instruction is at the core of good comprehension instruction. “Before” strategies “During” strategies (in the readers head) “After” strategies