Strengthening Literacy Instruction€¦ · Clap after every word you hear in this sentence: I like...
41
http://miblsi.cenmi.org/ Strengthening Literacy Instruction K – 3 rd Grade 2015 MiBLSi State Conference Participant Workbook* Name:__________________________ *This workbook is intended for use by schools participating with MiBLSi during core training.
Transcript of Strengthening Literacy Instruction€¦ · Clap after every word you hear in this sentence: I like...
http://miblsi.cenmi.org/
Strengthening Literacy Instruction
K – 3rd Grade
2015 MiBLSi State Conference
Participant Workbook*
Name:__________________________
*This workbook is intended for use by schools participating with MiBLSi during core training.
Mission Statement:
To develop support systems and sustained implementation
of a data-driven, problem-solving model in schools
to help students become better readers with
social skills necessary for success.
From Our Classroom Strategy Library
Anticipation Guide
All About Adolescent Literacy www.adlit.org Resources for Parents and Educators of Kids Grades 4—12
Name: Topic: Reading
Read each statement below. Respond in the left column whether you believe it is true (T) or false (F). Think about why you agree or disagree, and be prepared to share.
My Answer True/False Statement/Question
Correct Answer
True/False
1. In 2013-14, only 6 out of 10 students met third grade MEAP proficiency requirements.
2. According to the National Assessment of Educational Progress (NAEP), half of American 4th graders had not achieved a minimal level of fluency in their reading, which was associated with significant difficulties in silent reading comprehension.
3. Only 1-2 out of 10 students with intensive needs in the area of oral reading fluency at the end of first grade will meet oral reading fluency benchmarks at the end of fourth grade.
4. Several states use elementary proficiency percentages on state reading comprehension assessments to project future prison capacity needs.
5. Reading research indicates that 90-95% of all students, including those diagnosed with learning disabilities, can achieve literacy levels at or approaching grade level.
6. Students who score at or above benchmark on DIBELS Next are more likely to meet proficiency levels on the MEAP.
7. In analyzing current MEAP data trends, it will take almost 50 years to have 85% of our students meeting 3rd grade reading proficiency requirements.
h"p://miblsi.cenmi.org2
Stre
ngth
enin
g Li
tera
cy In
stru
ctio
n
K –
3rd
Gra
de
2015
MiB
LSi S
tate
Con
fere
nce
So
nia
M. L
ewis
, Ed.
S.,
BC
BA
Ter
ri L.
Met
calf,
M.E
d., J
.D.
MiB
LSi C
onte
nt S
peci
alis
t M
iBLS
i Con
tent
Spe
cial
ist
slew
is@
mib
lsim
tss.
org
tm
etca
lf@m
ibls
imts
s.or
g
2"
Ref
eren
ces
& R
esou
rces
Arc
her,
A.,
& H
ughe
s, C
. (20
11).
Exp
licit
inst
ruct
ion:
E
ffect
ive
and
effic
ient
teac
hing
. New
Yor
k: G
uilfo
rd P
ress
C
arni
ne, D
.W.,
Silb
ert,
J., K
ame’
enu
i, E
.J.,
& T
arve
r, S
.G. (
2010
). D
irect
inst
ruct
ion
read
ing
(5th
Ed.
).
Col
umbu
s, O
H: P
ears
on
Eun
ice
Ken
nedy
Shr
iver
Nat
iona
l Ins
titut
e of
Chi
ld H
ealth
an
d H
uman
Dev
elop
men
t, N
IH, D
HH
S. (
2001
). P
ut R
eadi
ng
Firs
t: Th
e R
esea
rch
Bui
ldin
g B
lock
s fo
r Tea
chin
g C
hild
ren
to
Rea
d (N
/A).
Was
hing
ton,
DC
: U.S
. Gov
ernm
ent P
rintin
g O
ffice
. H
asbr
ouck
, J. &
Gla
ser,
D. (
2012
). R
eadi
ng F
luen
cy,
Und
erst
andi
ng a
nd T
each
ing
this
Com
plex
Ski
ll.
Hat
tie. J
., (2
009)
. Vis
ible
Lea
rnin
g. L
ondo
n &
NY
: Rou
tledg
e
3"
Ref
eren
ces
& R
esou
rces
Kos
anov
ich,
M.,
& V
erha
gen,
C. (
2012
). B
uild
ing
the
foun
datio
n: A
sug
gest
ed p
rogr
essi
on o
f sub
-ski
lls to
ach
ieve
th
e re
adin
g st
anda
rds:
Fou
ndat
iona
l ski
lls in
the
com
mon
co
re s
tate
sta
ndar
ds. P
orts
mou
th, N
H: R
MC
Res
earc
h C
orpo
ratio
n, C
ente
r on
Inst
ruct
ion
Moa
ts, L
.C. (
2000
). S
peec
h to
prin
t: La
ngua
ge e
ssen
tials
for
teac
hers
. Bal
timor
e: P
aul B
rook
es
Nat
iona
l Rea
ding
Pan
el (N
RP
) (20
00).
Teac
hing
chi
ldre
n to
re
ad: A
n ev
iden
ce-b
ased
ass
essm
ent o
f the
sci
entif
ic
rese
arch
lite
ratu
re o
n re
adin
g an
d its
impl
icat
ions
for r
eadi
ng
inst
ruct
ion.
Was
hing
ton
DC
: Nat
iona
l Ins
titut
e of
Chi
ld H
ealth
an
d H
uman
Dev
elop
men
t.
The
Sim
ple
Vie
w o
f Rea
ding
(Gou
gh &
Tun
mer
, 198
6)
Web
site
s: d
ibel
s.or
g, w
ww
.fcrr.
org,
ww
w.re
adst
ers.
com
, &
ch
ildre
nofth
ecod
e.or
g
" 2 ! "
4"
• A
rticu
late
the
link
betw
een
the
Big
Idea
s of
Rea
ding
an
d th
e C
omm
on C
ore
Sta
te S
tand
ards
(CC
SS
)
• D
escr
ibe
the
“wha
t,” “w
hy,”
and
“how
” of p
hone
mic
aw
aren
ess,
pho
nics
, and
flue
ncy
inst
ruct
ion
and
artic
ulat
e th
e cr
itica
l rol
e ea
ch p
lay
in le
arni
ng to
read
• E
xpla
in h
ow u
nive
rsal
scr
eeni
ng d
ata
alig
ns w
ith th
e B
ig Id
eas
of R
eadi
ng a
nd th
e C
CS
S a
nd h
ow it
s us
e is
par
amou
nt in
bui
ldin
g a
stro
ng M
TSS
fram
ewor
k
• Le
arn
abou
t one
dis
trict
’s im
plem
enta
tion
jour
ney
• B
e fa
mili
ar w
ith s
ome
of th
e ev
iden
ce-b
ased
bes
t pr
actic
e in
stru
ctio
nal r
outin
es fo
r tea
chin
g th
e fo
unda
tiona
l rea
ding
ski
lls o
f the
CC
SS
" "
Out
com
es
5"
1.0
Big
Idea
s of
Rea
ding
and
the
C
omm
on C
ore
Sta
te S
tand
ards
2.0
Pho
nem
ic A
war
enes
s, P
honi
cs, a
nd
Flu
ency
Inst
ruct
ion
3.0
Uni
vers
al S
cree
ning
, MTS
S, a
nd
Tie
r 1 R
eadi
ng In
stru
ctio
n 4.
0 Im
plem
enta
tion
Sto
ry T
ime
5.0
Inst
ruct
iona
l Rou
tines
Age
nda
6"
Tell
me
and
I’ll f
orge
t, S
how
me
and
I may
rem
embe
r, In
volv
e m
e an
d I’l
l und
erst
and.
Chi
nese
Pro
verb
7"
1.0
Big
Idea
s of
Rea
ding
and
the
Com
mon
Cor
e S
tate
Sta
ndar
ds "
8"
The
Five
“B
ig Id
eas”
of
Rea
ding
Inst
ruct
ion
• P
hone
mic
Aw
aren
ess
• P
honi
cs
• Fl
uenc
y •
Voca
bula
ry
• C
ompr
ehen
sion
9"
Eac
h of
thes
e sk
ills
are
cons
ider
ed to
be
criti
cal a
nd a
“Big
Idea
” bec
ause
they
are
: 1. Pr
edic
tive
of re
adin
g ac
quis
ition
and
late
r rea
ding
ach
ieve
men
t
2. S
omet
hing
we
can
do s
omet
hing
abo
ut;
s
omet
hing
we
can
teac
h
3. If
we
teac
h it,
stu
dent
out
com
es w
ill b
e
impr
oved
"
�B
ig Id
ea?�
10"
Emph
asis
of B
ig Id
eas
K
1st
2nd
3r
d
4th
5t
h
Phon
emic
A
war
enes
s B
lend
ing
& S
eg
Spel
ling
Dic
tatio
n
Phon
ics
Soun
ds/
Bas
ic
Phon
ics
Adv
ance
d Ph
onic
s &
M
ultis
ylla
bic
Mul
ti-Sy
llabi
c &
W
ord
Stud
y Fl
uenc
y So
unds
&
Wor
ds
Wor
ds &
C
onne
cted
Te
xt
Con
nect
ed
Text
Voca
bula
ry
List
enin
g Li
sten
ing
&
Rea
ding
R
eadi
ng
Com
preh
ensi
on
List
enin
g Li
sten
ing
&
Rea
ding
R
eadi
ng
11"
CC
SS C
onne
ctio
n
Big
Idea
s of
Rea
ding
!F
ound
atio
nal S
kills
• P
hone
mic
Aw
aren
ess
• P
honi
cs
• Fl
uenc
y
• Vo
cabu
lary
• C
ompr
ehen
sion
• P
rint C
once
pts
• P
hono
logi
cal
Awar
enes
s
• P
honi
cs &
Wor
d R
ecog
nitio
n
• Fl
uenc
y
12"
Prin
t Con
cept
s (R
F.K
-1.1
) •
Dem
onst
rate
und
erst
andi
ng o
f the
org
aniz
atio
n an
d ba
sic
feat
ures
of p
rint
Phon
olog
ical
Aw
aren
ess
(RF.
K-1
.2)
• D
emon
stra
te u
nder
stan
ding
of s
poke
n w
ords
, sy
llabl
es, a
nd s
ound
s (p
hone
mes
) Ph
onic
s an
d W
ord
Rec
ogni
tion
(RF.
K-5
.3)
• K
now
and
app
ly g
rade
-leve
l pho
nics
and
wor
d an
alys
is s
kills
in d
ecod
ing
wor
ds
Flue
ncy
(RF.
K-5
.4)
• K
– R
ead
emer
gent
-rea
der t
ext w
ith p
urpo
se a
nd
unde
rsta
ndin
g •
1-5
– R
ead
with
suf
ficie
nt a
ccur
acy
and
fluen
cy
to s
uppo
rt c
ompr
ehen
sion
Foun
datio
nal R
eadi
ng S
tand
ards
13#
14#
• R
ead
mor
e co
mpl
ex te
xt
• Te
xt c
ompl
exity
ban
ds b
egin
in 2
nd
grad
e (n
one
for K
-1 b
ecau
se w
e ar
e te
achi
ng k
ids
how
to re
ad)
• 50
-50
bala
nce
betw
een
liter
atur
e an
d in
form
atio
nal t
ext b
y up
per e
lem
enta
ry
• Te
ach
stud
ents
how
to re
ad
info
rmat
iona
l tex
t and
to w
rite
in
resp
onse
to w
hat t
hey
read
• R
espo
nd u
sing
text
ual e
vide
nce
• C
lass
dis
cuss
ions
and
writ
ten
resp
onse
s
!
CC
SS In
stru
ctio
nal S
hifts
#
15#
To d
evel
op p
rofic
ient
read
ers
who
are
abl
e to
:
• D
ecod
e re
gula
rly s
pelle
d w
ords
ac
cura
tely
with
out c
onsc
ious
effo
rt •
Acc
urat
ely
read
irre
gula
rly s
pelle
d hi
gh
frequ
ency
wor
ds w
ithou
t con
scio
us e
ffort
• U
nder
stan
d ho
w b
asic
wor
d pa
rts
(pre
fixes
, suf
fixes
, roo
ts, b
ase
wor
ds)
wor
k in
the
Eng
lish
writ
ing
syst
em
• R
ead
conn
ecte
d te
xt w
ith n
ear p
erfe
ct
accu
racy
and
suf
ficie
nt ra
te in
ord
er to
co
mpr
ehen
d te
xt
Goa
l of F
ound
atio
nal S
tand
ards
Rea
ding
Com
preh
ensi
on
Dec
odin
g
• A
bilit
y to
acc
urat
ely
read
fam
iliar
wor
ds
auto
mat
ical
ly a
nd
deco
de u
nfam
iliar
w
ords
out
of c
onte
xt
• D
epen
dent
on:
–
Pho
nem
ic
Awar
enes
s –
Pho
nics
Lan
guag
e
Com
preh
ensi
on
• A
bilit
y to
und
erst
and
oral
lang
uage
•
Dep
ende
nt o
n:
– B
ackg
roun
d K
now
ledg
e –
Soc
ial c
onte
xt
– Vo
cabu
lary
–
Text
/Sto
ry
Stru
ctur
e –
Verb
al R
easo
ning
#
Flue
ncy
• A
bilit
y to
re
ad te
xt
accu
rate
ly,
at a
n ap
prop
riate
ra
te, w
ith
suita
ble
pros
ody
# # #17#
2.0
Pho
nem
ic A
war
enes
s, P
honi
cs,
and
Flue
ncy
Inst
ruct
ion
18#
“Big
Idea
s” o
f Ea
rly R
eadi
ng In
stru
ctio
n
• P
hone
mic
Aw
aren
ess
• P
honi
cs
• Fl
uenc
y •
Voca
bula
ry
• C
ompr
ehen
sion
# #
19#
• Th
e ab
ility
to h
ear a
nd m
anip
ulat
e ph
onem
es o
r ind
ivid
ual s
ound
s w
ithin
w
ords
• Th
e un
ders
tand
ing
that
the
phon
emes
of
spo
ken
lang
uage
wor
k to
geth
er to
m
ake
wor
ds a
nd c
an b
e ta
ken
apar
t to
spel
l wor
ds
Phon
emic
Aw
aren
ess
– W
hat?
20#
Phon
olog
ical
Aw
aren
ess
Wor
ds
Syl
labl
es
Ons
et-R
imes
# P
hone
mes
(P
hone
mic
Aw
aren
ess)
# #
21#
Tip
to R
emem
ber
Phon
olog
ical
#
Big
ger w
ord
= B
igge
r par
ts
#
!
Phon
emic
Sm
alle
r wor
d =
Sm
alle
r par
ts
##########################21#
22#
• Ph
onem
ic a
war
enes
s - u
nder
stan
ding
that
th
e ph
onem
es o
f spo
ken
lang
uage
wor
k to
geth
er to
mak
e w
ords
•
Phon
ics
- und
erst
andi
ng th
ere
is a
pr
edic
tabl
e re
latio
nshi
p be
twee
n ph
onem
es
and
grap
hem
es, t
he le
tters
that
repr
esen
t th
ose
soun
ds in
writ
ten
lang
uage
, in
orde
r to
read
wor
ds
mat!
Phon
emic
Aw
aren
ess
is
NO
T Ph
onic
s #
23#
• R
ecog
nize
and
pro
duce
rhym
ing
wor
ds
• C
ount
, pro
noun
ce, b
lend
, and
seg
men
t syl
labl
es in
sp
oken
wor
ds
• B
lend
and
seg
men
t ons
ets
and
rimes
of s
ingl
e-sy
llabl
e sp
oken
wor
ds
• Is
olat
e an
d pr
onou
nce
the
initi
al, m
edia
l vow
el, a
nd
final
sou
nds
(pho
nem
es) i
n th
ree-
phon
eme
(con
sona
nt-v
owel
-con
sona
nt, o
r CV
C) w
ords
•
Ora
lly p
rodu
ce s
ingl
e-sy
llabl
e w
ords
by
blen
ding
so
unds
(pho
nem
es),
incl
udin
g co
nson
ant b
lend
s •
Segm
ent s
poke
n si
ngle
-syl
labl
e w
ords
, inc
ludi
ng
cons
onan
t ble
nds,
into
thei
r com
plet
e se
quen
ce
of in
divi
dual
sou
nds
(pho
nem
es)
• A
dd o
r sub
stitu
te in
divi
dual
sou
nds
(pho
nem
es) i
n si
mpl
e, o
ne-s
ylla
ble
wor
ds to
mak
e ne
w w
ords
CC
SS P
hono
logi
cal A
war
enes
s fo
r K-1
24#
• C
hild
ren
who
can
not h
ear a
nd w
ork
with
the
phon
emes
of s
poke
n w
ords
will
hav
e a
diffi
cult
time
lear
ning
how
to re
late
thes
e ph
onem
es to
the
grap
hem
es (l
ette
rs) w
hen
they
lear
n to
read
and
spe
ll w
ords
• S
tudi
es s
how
that
80%
- 90
% o
f stu
dent
s w
ho s
trugg
le le
arni
ng to
read
hav
e w
eakn
esse
s in
pho
nem
ic a
war
enes
s •
Pho
nem
ic a
war
enes
s is
mor
e hi
ghly
co
rrel
ated
to le
arni
ng to
read
than
test
s of
ge
nera
l int
ellig
ence
, rea
ding
read
ines
s, a
nd
liste
ning
com
preh
ensi
on (S
tano
vich
, 199
3)
#
Phon
emic
Aw
aren
ess
– W
hy?
25#
App
licat
ion
to R
eadi
ng &
Spe
lling
#
We
blen
d to
read
/m
mm
maa
aat/
m
at
! #
We
segm
ent t
o sp
ell
m
at
/m
mm
m/ /
aaaa
/ /t/
!
26#
###
# # #!
Als
o…
• In
beg
inni
ng re
adin
g pr
ogra
ms
for s
tude
nts
of a
ny a
ge
• A
s a
war
m-u
p be
fore
pho
nics
inst
ruct
ion
• In
corp
orat
ed in
to d
aily
spe
lling
inst
ruct
ion
K-5
•
Targ
eted
inte
rven
tion
for s
tude
nts
who
hav
e no
t yet
de
mon
stra
ted
mas
tery
of t
he s
kills
#
Phon
emic
Aw
aren
ess
– W
hen?
Firs
t Gra
de
10
min
utes
dai
ly
S
ept –
Nov
!
Kin
derg
arte
n
10-1
5 m
inut
es d
aily
Sep
t – J
une
!
27#
Pho
nem
ic A
war
enes
s in
stru
ctio
n sh
ould
be:
•
Few
in n
umbe
r •
Exp
licitl
y an
d sy
stem
atic
ally
taug
ht
• S
uppo
rted
by c
oncr
ete
mat
eria
ls
• C
onne
cted
to p
honi
cs
• R
einf
orce
d in
sm
all g
roup
s
Phon
emic
Aw
aren
ess
- How
?
28#
• Fo
cus
on o
nly
one
or tw
o ty
pes
of
phon
eme
man
ipul
atio
n at
a ti
me
• B
lend
ing
and
segm
entin
g ac
tiviti
es
have
the
grea
test
ben
efit
to re
adin
g ac
quis
ition
(N
atio
nal R
eadi
ng P
anel
, 200
0; S
nide
r, 19
95)
• G
ener
ally,
teac
h bl
endi
ng b
efor
e se
gmen
ting
(Lan
e &
Pul
len,
200
5)
###
Few
in N
umbe
r B
lend
ing
Segm
entin
g W
ords
Li
sten
. I –
like
– h
ambu
rger
s. S
ay th
e se
nten
ce. I
like
ham
burg
ers.
Cla
p af
ter e
very
wor
d yo
u he
ar in
this
se
nten
ce: I
like
ham
burg
ers.
(Stu
dent
s cl
ap b
etw
een
each
wor
d w
hile
they
repe
at)
I – li
ke –
ham
burg
ers.
Sylla
bles
(h
old
hand
up)
Lis
ten.
Put
thes
e pa
rts
toge
ther
to m
ake
a w
ord:
buc
k…et
(d
rop
hand
) buc
ket
List
en. B
ucke
t. Le
t’s c
lap
and
say
the
part
s in
buc
ket.
buc
k –
et (
Stu
dent
s cl
ap
as th
ey s
ay e
ach
part.
)
Ons
et-
rimes
(h
old
hand
up)
Lis
ten.
s--a
t Wha
t wor
d?
(dro
p ha
nd) s
at
List
en. L
et’s
cla
p an
d sa
y sa
t in
two
part
s. s
--at
(S
tude
nts
clap
as
they
say
ea
ch p
art.)
Phon
emes
(A
KA
-
Pho
nem
ic
Awar
enes
s)
We’
re g
oing
to p
lay
a sa
y-th
e-w
ord
gam
e. I’
ll sa
y th
e so
unds
, you
say
the
wor
d. (h
old
hand
up)
Lis
ten.
sss
saaa
at
Wha
t wor
d? (d
rop
hand
) sat
(Pre
requ
isite
/Sca
ffold
Rou
tines
) S
moo
th S
egm
entin
g - W
e’re
goi
ng to
sa
y w
ords
slo
wly
. We’
ll sa
y a
new
so
und
each
tim
e I r
aise
a fi
nger
. The
w
ord
is s
at. S
ay it
slo
wly
. (S
igna
l eac
h tim
e st
uden
ts a
re to
sw
itch
to th
e ne
xt
soun
d.) s
sssa
aaat
P
hone
me
Isol
atio
n –
B, M
, E
Sepa
rate
Seg
men
ting
We’
re g
oing
to s
ay th
e so
unds
in a
w
ord.
Fis
t in
the
air.
Put
up
one
finge
r fo
r eac
h so
und.
The
wor
d is
sat
. W
hat
wor
d? S
at F
irst s
ound
? /s
ss/ N
ext
soun
d? /
aaa/
Las
t sou
nd?
/t/ (
Put
up
a fin
ger a
s yo
u sa
y ea
ch s
ound
.) W
hat
wor
d? s
at
# #
30#
Exp
licitl
y &
Sys
tem
atic
ally
Tau
ght
Expl
icit
!Sys
tem
atic
•
Inte
ract
ive
less
ons
• Te
ache
r mod
els
blen
ding
& s
egm
entin
g of
pho
nem
es
• P
rovi
des
grou
p pr
actic
e w
ith s
caffo
lded
sup
port
whi
le g
radu
ally
and
pu
rpos
eful
ly re
leas
ing
the
resp
onsi
bilit
y to
st
uden
ts
• I d
o W
e do
W
e do
W
e do
W
e do
W
e do
You
do
You
do…
• P
lanf
ully
mov
e fro
m
larg
er u
nits
(syl
labl
es)
to s
mal
ler u
nits
(p
hone
mes
)
• A
lign
with
pho
nics
in
stru
ctio
n
• In
itial
pra
ctic
e w
ith
cum
ulat
ive
revi
ew
and
dist
ribut
ed
prac
tice
31#
Supp
ort b
y C
oncr
ete
Mat
eria
ls
32#
Con
nect
to P
honi
cs
a # m
# t #
33#
Rei
nfor
ce in
Sm
all G
roup
s
34#
Put Reading First
The Research Building Blocks
for Teaching Children to Read
National Institute for Literacy
1) Read/skim pages 1-9 of the Put Reading First booklet
2) Check your phonemic awareness graphic organizer and add to it any other important facts, considering pertinent information specific to your local context
3) Compare your graphic organizer with your partner’s while you wait for the “Come Back” signal
Ac&vity#
37#
• P
roce
ss o
f usi
ng re
latio
nshi
p be
twee
n th
e le
tters
(gra
phem
es) o
f writ
ten
lang
uage
and
the
indi
vidu
al s
ound
s (p
hone
mes
) of s
poke
n la
ngua
ge to
read
w
ords
• G
oal o
f pho
nics
inst
ruct
ion
is to
hel
p ch
ildre
n to
lear
n an
d us
e th
e al
phab
etic
pr
inci
ple
!
Phon
ics
– W
hat?
38#
Alp
habe
tic P
rinci
ple
Alp
habe
tic
Und
erst
andi
ng
!Pho
nolo
gica
l R
ecod
ing
• W
ritte
n le
tters
re
pres
ent s
poke
n so
unds
in w
ords
(a
ka: l
ette
r-so
und
corr
espo
nden
ce)
• “m
” sa
ys /m
mm
/
“a” s
ays
/aaa
/
“t”
say
s /t/
• Le
tter s
ound
s ca
n be
ble
nded
to
geth
er to
mak
e w
ords
(dec
odin
g)
and
segm
ente
d to
sp
ell w
ords
(e
ncod
ing)
• /m
mm
aaat
/ = m
at
m
at =
/mm
m/ /
aaa/
/t/
39#
• A
lpha
betic
Prin
cipl
e &
Bas
ic P
honi
cs
• E
ach
lette
r rep
rese
nts
its m
ost c
omm
on
soun
d
slu
mp
• A
dvan
ced
Phon
ics
•
Afte
r lea
rnin
g a
new
pho
nics
pat
tern
, st
uden
ts a
pply
the
alph
abet
ic p
rinci
ple
to
read
wor
ds c
onta
inin
g th
e ne
w p
atte
rn
poin
t
Bas
ic v
s. A
dvan
ced
Phon
ics
40#
• S
ome
child
ren,
esp
ecia
lly th
ose
with
st
rong
lang
uage
ski
lls, c
an m
emor
ize
wor
ds a
nd u
se c
onte
xt c
lues
whe
n “r
eadi
ng”
• W
hen
in fa
ct th
eir p
honi
cs s
kills
are
w
eak
and
they
are
mer
ely
“gue
ssin
g”
thei
r way
thro
ugh
the
text
• R
eadi
ng d
iffic
ultie
s m
ay n
ot b
e ap
pare
nt u
ntil
the
late
r prim
ary
grad
es
#Phon
ics
M
emor
izin
g &
Gue
ssin
g
41#
###T
im h
ad a
rock
.
42#
Reg
ular
wor
ds
• A
wor
d in
whi
ch a
ll le
tters
repr
esen
t the
ir m
ost
com
mon
sou
nds
(e.g
., m
ad, s
lum
p, tr
ust)
Irreg
ular
wor
ds
• A
wor
d in
whi
ch o
ne o
r mor
e le
tters
doe
s no
t re
pres
ent t
he m
ost c
omm
on s
ound
(e.g
., w
as, o
f)
Hig
h fr
eque
ncy
wor
ds (c
an b
e re
gula
r or i
rreg
ular
) •
Onl
y 13
wor
ds (a
, and
, for
, he,
is, i
n, it
, of,
that
, the
, to
, was
, you
) acc
ount
for 2
5% o
f prin
t (Jo
hns,
198
0)
Sigh
t wor
ds
• A
ny w
ord
read
at a
regu
lar r
ate
with
out
subv
ocal
izin
g th
e in
divi
dual
sou
nds
in th
e w
ord
#
Type
s of
Wor
ds
CC
SS P
honi
cs K
& 1
st
K
inde
rgar
ten
• A
ll le
tter n
ames
and
mos
t co
mm
on s
ound
for e
ach
• R
ead
regu
lar w
ords
with
ea
se
• S
pell
regu
lar w
ords
•
Rec
ogni
ze th
e co
mm
on
spel
lings
of l
ong
(a_e
) an
d sh
ort v
owel
sou
nds
(CV
C)
• R
ead
appr
oxim
atel
y 20
-30
high
freq
uenc
y irr
egul
ar w
ords
Firs
t Gra
de
• Le
tter s
ound
s at
one
/se
cond
•
CV
Ce
wor
ds
• B
lend
s (s
l), d
iagr
aphs
(sh)
an
d co
mm
on v
owel
di
agra
phs
(ai)
• r-
cont
rolle
d vo
wel
s (a
r)
• C
omm
on e
ndin
gs (-
ed)
• B
asic
2-s
ylla
ble
wor
ds b
y ch
unki
ng in
to p
arts
(pic
nic)
•
Spe
ll th
ese
type
s of
wor
ds
• C
omm
on ir
regu
lar w
ords
43#
CC
SS P
honi
cs 2
nd &
3rd
Seco
nd G
rade
• Le
ss c
omm
on v
owel
di
agra
phs
(aw
, igh
) and
di
phth
ongs
(oy,
ow
) •
Two-
sylla
ble
wor
ds w
ith
adva
nced
pho
nics
pa
ttern
s (p
aym
ent)
•
Use
affi
xes
to d
ecod
e (u
n +
happ
y =
unha
ppy)
•
Low
er fr
eque
ncy
patte
rns
(oug
h as
in ro
ugh)
•
Seg
men
t and
spe
ll th
ese
type
s of
wor
ds
• C
omm
on ir
regu
lar w
ords
Third
Gra
de
• U
se a
ffixe
s to
hel
p un
ders
tand
the
mea
ning
of
wor
ds (u
nhap
py m
eans
no
t hap
py)
• D
ecod
e m
ultis
ylla
bic
wor
ds b
y se
gmen
ting
them
into
syl
labl
es, o
r pa
rts (i
nclu
ding
thos
e w
ith
root
wor
ds a
nd a
ffixe
s)
• S
egm
ent a
nd s
pell
mul
tisyl
labi
c w
ords
•
Com
mon
irre
gula
r wor
ds
44#
45#
The
goal
in fo
urth
and
fifth
gra
de is
for
stud
ents
to b
e ab
le to
use
thei
r kn
owle
dge
of a
ll le
tter-
soun
d co
rres
pond
ence
s, s
ylla
bica
tion,
root
s an
d af
fixes
to n
ot o
nly
read
m
ultis
ylla
bic
wor
ds b
ut a
lso
assi
st in
un
ders
tand
ing
the
mea
ning
of
unkn
own
mul
tisyl
labi
c w
ords
# #
CC
SS P
honi
cs 4
th &
5th
46#
Teac
hing
Pho
nics
is a
bout
Acc
urac
y!
• S
tude
nts
mus
t dev
elop
the
skill
s an
d ha
bits
for
auto
mat
ic a
nd a
ccur
ate
read
ing,
so
that
of t
heir
cogn
itive
ene
rgy
can
go in
to u
nder
stan
ding
wha
t th
e te
xt m
eans
• R
elyi
ng o
n co
ntex
t, pi
ctur
es, a
nd b
ackg
roun
d kn
owle
dge
cann
ot b
e st
uden
ts’ p
rimar
y st
rate
gy fo
r re
adin
g w
ords
(Wha
t hap
pens
to p
ictu
res,
con
tent
, te
xt s
truct
ures
, and
voc
abul
ary
as s
tude
nts
prog
ress
th
roug
h th
e gr
ades
?)
• P
oor r
eade
rs a
re m
ore
likel
y to
mis
pron
ounc
e af
fixes
an
d vo
wel
s an
d to
om
it sy
llabl
es w
hen
read
ing
mul
tisyl
labi
c w
ords
(whi
ch c
arry
mos
t of t
he
mea
ning
as
text
bec
omes
mor
e co
mpl
ex)
(S
hefe
lbin
e &
Cal
houn
, 199
1)
• P
honi
cs in
stru
ctio
n im
prov
es s
tude
nts’
flue
ncy,
sp
ellin
g, a
nd re
adin
g co
mpr
ehen
sion
(N
atio
nal R
eadi
ng P
anel
, 200
0 # #
!
Phon
ics
– W
hy?
!
47#
“The
re is
no
com
preh
ensi
on s
trate
gy
pow
erfu
l eno
ugh
to c
ompe
nsat
e fo
r th
e fa
ct y
ou c
an’t
read
the
wor
ds.”
48#
“The
rich
get
rich
er
and
the
poor
get
poo
rer”
C
hild
ren
who
can
dec
ode
CA
N a
nd D
O
re
ad m
ore
wor
ds, d
evel
op a
larg
er
voca
bula
ry, a
re b
ette
r com
preh
ende
rs,
enjo
y re
adin
g, a
nd th
us
read
MO
RE
…
So
they
con
tinue
to d
evel
op th
eir s
kills
and
ou
tpac
e lo
wer
-ski
ll pe
ers
“The
Mat
thew
Effe
ct”
(Sta
novi
ch, 1
986)
49#
• G
ood
read
ers
rely
prim
arily
on
the
lette
rs in
a w
ord,
ra
ther
than
con
text
or p
ictu
res,
to id
entif
y/pr
onou
nce
fam
iliar
and
unf
amili
ar w
ords
(E
hri,
1994
)
• G
ood
read
ers
auto
mat
ical
ly id
entif
y pa
ttern
s in
wor
ds
and
chun
k co
mm
on le
tter c
ombi
natio
ns a
nd u
nits
of
mea
ning
(mor
phem
es) i
nto
iden
tifia
ble
wor
d pa
rts
befo
re re
adin
g th
e w
hole
wor
d (E
hri,
1998
)
• E
ye m
ovem
ent r
esea
rch
with
adu
lts re
adin
g m
ultis
ylla
bic
wor
ds s
how
s th
eir e
yes
mov
e w
ith a
va
riety
of f
ixat
ions
, sac
cade
s, re
turn
sw
eeps
, and
re
gres
sion
s -
rath
er th
an th
e of
ten
assu
med
im
pres
sion
that
our
eye
s gl
ide
smoo
thly
acr
oss
the
page
whe
n re
adin
g (R
ayne
r, Ju
hasz
, & P
olla
tsek
, 200
7)
Cha
ract
eris
tics
of G
ood
Rea
ders
50#
• To
ass
ist i
n de
term
inin
g w
ord
mea
ning
s •
Man
y th
ings
we
use
as c
ondi
men
ts fo
r our
fo
od, s
uch
as p
eppe
r and
cur
ry p
owde
r, ca
nnot
be
gro
wn
in th
is c
ount
ry.
• To
mak
e co
rrec
tions
• Fo
r wor
ds w
ith m
ultip
le p
ronu
ncia
tions
(ex.
read
) •
To c
hang
e pr
onun
ciat
ions
for w
ords
(e
x. k
ind,
hus
band
) !
Wha
t abo
ut B
ackg
roun
d K
now
ledg
e &
Con
text
?
51#
Expl
icit
Phon
ics
- How
?
#
• In
tera
ctiv
e le
sson
s w
here
the
teac
her m
odel
s:
• H
ow to
ble
nd ta
ught
sou
nds/
com
bina
tions
to re
ad
• A
pply
wha
t is
lear
ned
abou
t sou
nds
to s
pell
wor
ds
• K
eep
eyes
on
the
lette
rs in
ord
er to
“sou
nd o
ut”
• A
pply
pho
nics
kno
wle
dge
to re
ad d
ecod
able
text
•
Pro
vide
s gr
oup
prac
tice
with
sca
ffold
ed
supp
ort w
hile
gra
dual
ly a
nd p
urpo
sely
re
leas
ing
the
resp
onsi
bilit
y to
stu
dent
s
I d
o W
e do
W
e do
W
e do
W
e do
W
e do
You
do
You
do
You
do…
52#
Lette
r-so
unds
, com
bina
tions
and
affi
xes
are
taug
ht in
a c
lear
ly d
efin
ed a
nd
logi
cal s
eque
nce
with
initi
al p
ract
ice,
cum
ulat
ive
revi
ew a
nd d
istri
bute
d pr
actic
e.
# # # #
Syst
emat
ic P
honi
cs -
How
?
• Le
tter-
soun
d co
rres
pond
ence
•
Reg
ular
wor
ds (i
nclu
ding
ble
nds)
•
Con
sona
nt d
igra
phs
Alp
habe
tic
Prin
cipl
e/
Bas
ic
Phon
ics
• r-
cont
rolle
d (o
r, bo
rn, f
ores
t) •
VC
e (a
_e, b
ake,
mis
take
) •
Vow
el d
igra
phs
(ai,
plai
n, m
aint
ain)
•
Infle
ctio
nal e
ndin
gs (-
ing,
filli
ng)
• C
omm
on a
ffixe
s (u
n, u
nhap
py)
Adv
ance
d Ph
onic
s/
Two-
Sylla
ble
• M
ultis
ylla
bic:
(pre
side
nt, o
rgan
izat
ion)
•
Use
affi
xes
& ro
ots
for m
eani
ng (u
nhap
py
= no
t hap
py, g
eo: e
arth
, -lo
gy: s
tudy
of,
geol
ogy
= st
udy
of th
e ea
rth)
Mul
ti-sy
llabi
c/
Wor
d St
udy
53#
• Le
tter-
soun
d re
latio
nshi
ps a
re ta
ught
inci
dent
ally
us
ually
bas
ed o
n le
tters
or p
atte
rns
the
teac
her
notic
es in
the
read
ing
mat
eria
ls th
at d
ay a
nd/o
r whe
n th
e te
ache
rs h
ears
wor
d re
adin
g er
rors
• In
clud
es li
ttle
or n
o in
stru
ctio
n in
how
to a
ctua
lly
blen
d le
tter s
ound
s/pa
rts to
read
wor
ds
• S
tude
nts
are
taug
ht to
use
con
text
clu
es to
figu
re o
ut
how
to re
ad w
ords
they
can
not r
ead
auto
mat
ical
ly
• D
o no
t pro
vide
pra
ctic
e m
ater
ials
to a
pply
wha
t the
y ar
e le
arni
ng a
bout
lette
r-so
und
rela
tions
hips
• Fo
cus
is o
n lit
erat
ure,
sig
ht w
ords
and
mea
ning
Non
syst
emat
ic/
W
hole
Lan
guag
e D
eriv
ativ
es
54#
Hat
tie E
ffect
Siz
es
Dire
ct In
stru
ctio
n -
0.
59
Pho
nics
Inst
ruct
ion
- 0.
60
Who
le L
angu
age
-
0.06
55#
1)#A
ssoc
iate
lette
rs a
nd s
ound
s
2) B
lend
sou
nds/
parts
to re
ad w
ords
3) R
ead
wor
ds to
bui
ld a
utom
atic
ity
4) S
egm
ent a
nd s
pell
wor
ds (d
icta
tion)
5) R
ead
deco
dabl
e te
xt
Phon
ics
Inst
ruct
ion
– H
ow?
56#
1) A
ssoc
iate
lette
rs a
nd s
ound
s –
Lette
r-so
und
corr
espo
nden
ces,
com
bos,
& a
ffixe
s
– D
iscr
imin
atio
n fo
rmat
(dis
crim
inat
e be
twee
n ne
w
and
prev
ious
ly le
arne
d so
unds
2)
Ble
nds
soun
ds/p
arts
to re
ad w
ords
–
Sou
nd b
y S
ound
(sca
ffold
for r
egul
ar w
ords
) –
Con
tinuo
us (r
egul
ar w
ords
incl
udin
g bl
ends
) –
Spe
lling
-Foc
used
(pre
corr
ectio
n pr
oced
ure
for
med
ial v
owel
s, c
onso
nant
/vow
el d
igra
phs,
affi
xes)
–
Who
le W
ord
Rea
ding
(int
ro &
dis
crim
for C
VC
e)
– C
omm
on E
ndin
gs (i
ntro
& re
gula
r for
mat
) –
Loop
Loo
p (tw
o-sy
llabl
e w
ords
) –
RE
WA
RD
S (m
ultis
ylla
bic
wor
ds w
ith a
ffixe
s)
– W
ord
Mea
ning
s (u
sing
affi
xes
to d
eter
min
e th
e m
eani
ng o
f a w
ord)
–
Irreg
ular
Wor
ds (i
ntro
& re
gula
r for
mat
) #
Phon
ics
Inst
ruct
iona
l Rou
tines
57#
3) B
uild
wor
d re
adin
g au
tom
atic
ity
– Tr
ansi
tion
to s
ight
wor
d re
adin
g 4)
Seg
men
t and
Spe
ll W
ords
–
Sou
nd D
icta
tion
– W
ord
Dic
tatio
n –
Mul
tisyl
labi
c W
ord
Dic
tatio
n –
Sen
tenc
e D
icta
tion
5) R
ead
deco
dabl
e te
xt
– H
igh
Sca
ffold
ing
for D
ecod
able
Tex
t –
Low
Sca
ffold
ing
for D
ecod
able
Tex
t #
Phon
ics
Inst
ruct
iona
l Rou
tines
58#
1) A
ssoc
iate
lette
rs a
nd s
ound
s
Rev
iew
: u
r
ck
a
r
ir
er
tch
2) B
lend
sou
nds/
parts
to re
ad w
ords
fa
rm
hat
ch
girl
s
tart
fi
rst
tu
rn
sna
ck
ente
r h
ambu
rger
s
ee
th
ere
h
ave
3) B
uild
aut
omat
icity
(rer
ead
list w
/o p
reco
rrec
tion)
4) S
egm
ent a
nd s
pell
wor
ds (d
icta
tion)
hatc
h
firs
t
unde
r
ham
burg
er
the
re
hav
e
5) R
ead
deco
dabl
e te
xt
deco
dabl
e st
ory:
Bur
ns F
arm
Phon
ics
Exam
ple
– 1s
t Gra
de
59#
• D
ecod
able
text
s ar
e de
nsel
y pa
cked
with
wor
ds th
at
cont
ain
taug
ht p
honi
cs p
atte
rns;
ther
efor
e, s
tude
nts
cons
tant
ly “b
ump”
into
wor
ds w
ith ta
ught
pho
nics
pa
ttern
s ar
ound
eve
ry tu
rn
• Th
e ov
erla
p be
twee
n w
ords
and
the
varie
ty o
f pa
ttern
s a
stud
ent e
ncou
nter
s in
dec
odab
le te
xts
appe
ars
to “f
orce
” the
stu
dent
to e
xam
ine
wor
ds in
w
ays
that
hel
p th
em in
tern
aliz
e an
d so
lidify
thes
e pa
ttern
s in
long
term
mem
ory
(Ada
ms,
200
9; S
tahl
& S
tahl
, 200
4)
• C
reat
ing
deta
iled
repr
esen
tatio
ns o
f pho
nics
pat
tern
s in
mem
ory
is n
eces
sary
for r
eadi
ng fl
uenc
y
• R
eadi
ng d
ecod
able
text
ens
ures
stu
dent
s le
arn
the
first
goa
l of r
eadi
ng is
read
ing
the
text
acc
urat
ely
Purp
ose
of D
ecod
able
Tex
t
60#
• E
xcel
lent
for t
each
ing
the
stru
ctur
e of
or
al la
ngua
ge
• If
used
as
initi
al in
depe
nden
t rea
ding
m
ater
ials
, may
pro
mot
e gu
essi
ng
Pred
icta
ble
• U
sefu
l in
mat
chin
g bo
oks
to s
tude
nts
who
hav
e “b
roke
n th
e co
de”
• D
o no
t con
trol f
or th
e or
der o
f int
ro o
f so
unds
or i
rreg
ular
wor
ds, s
o le
ss
usef
ul fo
r beg
inni
ng re
ader
s
Leve
led
• Te
xt m
ater
ial i
n w
hich
the
stud
ents
can
re
ad A
LL o
f the
wor
ds b
ecau
se th
e w
ords
con
tain
kno
wn
soun
ds a
nd th
e irr
egul
ar w
ords
and
sto
ry w
ords
(ex.
na
mes
) hav
e be
en ta
ught
Dec
odab
le
61#
Dec
odab
le te
xt is
the
brid
ge b
etw
een
read
ing
wor
ds in
list
s an
d re
adin
g au
then
tic li
tera
ture
# # #
##
##
###
!!!!!!
Wor
d
A
uthe
ntic
lis
ts!
!!
!!!!!!!
liter
atur
e
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!###############
####
##
#
Dec
odab
le
Text
62#
Usi
ng D
ecod
able
Boo
ks a
nd E
arly
Le
vele
d R
eade
rs A
ppro
pria
tely
for
Beg
inni
ng R
eade
rs
Pre
sent
ed b
y Li
nda
Farr
ell
http
://w
ww
.voy
ager
sopr
is.c
om/w
ebin
ar-
serie
s/sp
ring-
and-
fall/
2013
-spr
ing-
serie
s/us
ing-
deco
dabl
e-bo
oks-
and-
early
-leve
led-
read
ers-
appr
opria
tely
-for-
begi
nnin
g-re
ader
s
# #
Web
inar
Res
ourc
e
63#
Put Reading First
The Research Building Blocks
for Teaching Children to Read
National Institute for Literacy
1) Read/skim pages 11-17 of the Put Reading First booklet
2) Check your phonics graphic organizer and add to it any other important facts, considering pertinent information specific to your local context
3) Compare your graphic organizer with your partner’s while you wait for the “Come Back” signal
Ac&vity#
64#
“Big
Idea
s” o
f Ea
rly R
eadi
ng In
stru
ctio
n
• P
hone
mic
Aw
aren
ess
• P
honi
cs
• Fl
uenc
y •
Voca
bula
ry
• C
ompr
ehen
sion
# #
65#
#
Rea
sona
bly
accu
rate
read
ing
at a
n ap
prop
riate
rate
w
ith s
uita
ble
pros
ody
th
at le
ads
to a
ccur
ate
and
deep
co
mpr
ehen
sion
and
mot
ivat
ion
to re
ad
#(Hasbrou
k#&#Glaser,#2012)#
#
Flue
ncy
– W
hat?
66#
Buc
k di
d no
t rea
d th
e __
____
, or h
e w
ould
hav
e kn
own
that
___
___
was
bre
win
g, n
ot o
nly
for
him
self,
but
for e
very
tide
-wat
er d
og, s
trong
of
mus
cle
and
with
war
m, l
ong
hair,
from
Pug
et
Sou
nd to
San
Die
go.
Bec
ause
men
, exp
lorin
g in
the
____
__ d
arkn
ess,
had
foun
d a
yello
w
____
___
and
beca
use
stea
msh
ip a
nd
trans
porta
tion
com
pani
es w
ere
____
__ th
e fin
d,
thou
sand
s of
men
wer
e __
____
into
the
____
__.
Thes
e m
en w
ante
d do
gs, a
nd th
e do
gs th
ey w
ante
d w
ere
____
___
dogs
, with
st
rong
mus
cles
by
whi
ch to
toil,
and
___
___
coat
s to
pro
tect
them
from
the
____
__.
Buc
k liv
ed a
t a
67#
• In
gra
des
2nd g
rade
and
abo
ve, a
im fo
r at
leas
t ___
__%
acc
urac
y on
unp
ract
iced
, gr
ade-
leve
l tex
t
• In
K-1
st g
rade
, stu
dent
s sh
ould
be
at le
ast
____
_% a
ccur
ate
Wha
t is
reas
onab
ly a
ccur
ate?
68#
• A
n ea
rly e
mph
asis
on
accu
racy
will
enab
le
stud
ents
to d
evel
op th
e co
ncen
trat
ion
to
read
acc
urat
ely
with
out g
reat
effo
rt
• Th
e ne
ed fo
r acc
urac
y be
com
es in
crea
sing
ly
obse
rvab
le w
hen
stud
ents
enc
ount
er m
ore
com
plex
text
, lik
e sc
ient
ific
read
ing
mat
eria
ls, w
here
mis
read
ing
one
wor
d ca
n ch
ange
the
mea
ning
of t
he s
ente
nce
A
ccur
acy
is F
irst,
Fore
mos
t, an
d Fo
reve
r the
Fou
ndat
ion
of F
luen
cy
(J
an H
asbr
ouck
)
Why
is A
ccur
acy
so Im
port
ant?
69#
• 50
th p
erce
ntile
on
oral
read
ing
fluen
cy
norm
s on
unp
ract
iced
, gra
de-le
vel t
ext
Wha
t is
appr
opria
te ra
te?
Grad
e&Fall&
Winter&
Sprin
g&
1&23#
53#
2&51#
72#
89#
3&71#
92#
107#
4&94#
112#
123#
5&110#
127#
139#
6&127#
140#
150#
7&128#
136#
150#
8&133#
146#
151#
Nat
iona
l Ora
l Rea
ding
Flu
ency
Nor
ms
50th
Per
cent
iles
Has
brou
ck a
nd T
inda
l (20
06)
71#
• M
irror
s sp
oken
lang
uage
and
con
veys
m
eani
ng
• O
ften
refe
rred
to a
s ex
pres
sion
and
pr
oper
phr
asin
g # #
Wha
t is
suita
ble
pros
ody?
72#
#Th
e or
igin
of t
he w
ord
fluen
cy is
the
Latin
wor
d flu
ens,
whi
ch m
eans
to fl
ow.
A re
ader
who
is fl
uent
read
s sm
ooth
ly
and
effo
rtles
sly:
the
read
ing
flow
s
73#
• K
inde
rgar
ten
– “R
ead
emer
gent
-rea
der
text
with
pur
pose
and
und
erst
andi
ng.”
• E
mer
gent
read
er te
xt is
def
ined
, in
App
endi
x A
of th
e C
CS
S, a
s “te
xts
cons
istin
g of
sho
rt se
nten
ces
com
pris
ed o
f lea
rned
sig
ht w
ords
an
d C
VC w
ords
; may
als
o in
clud
e re
buse
s to
re
pres
ent w
ords
that
can
not y
et b
e de
code
d or
reco
gniz
ed.”
• 1s
t – 5
th g
rade
– “R
ead
with
suf
ficie
nt
accu
racy
and
flue
ncy
to s
uppo
rt co
mpr
ehen
sion
.” #
CC
SS F
luen
cy
74#
Flue
ncy
– W
hy?
•
Flue
ncy
is a
gen
eral
out
com
e m
easu
re th
at
corr
elat
es e
xtre
mel
y hi
gh w
ith c
ompr
ehen
sion
• C
hild
ren
who
read
flue
ntly
CA
N a
nd D
O:
• R
ead
mor
e •
Dev
elop
a la
rger
voc
abul
ary
• A
re b
ette
r com
preh
ende
rs
• P
erfo
rm b
ette
r on
asse
ssm
ents
•
Com
plet
e as
sign
men
ts e
asie
r •
Enj
oy re
adin
g •
Are
mor
e m
otiv
ated
, thu
s re
ap th
e be
nefit
s of
re
adin
g m
ore!
&
75#
Flue
nt v
s. N
onflu
ent R
eade
rs
Flue
nt
R
eade
rs
Focu
s at
tent
ion
on
unde
rsta
ndin
g th
e te
xt
Sync
hron
ize
deco
ding
, vo
cab
& c
omp
Rea
d w
ith e
ase,
ac
cura
cy, &
pro
sody
Com
preh
end
and
mak
e co
nnec
tions
in th
e te
xt
Non
fluen
t R
eade
rs
Focu
s at
tent
ion
on
deco
ding
wor
ds
Diff
icul
ty a
cces
sing
m
eani
ng o
f wor
ds
Rea
ding
is la
borio
us
with
err
ors
Few
cog
nitiv
e re
sour
ces
left
to c
ompr
ehen
d
76#
• E
xplic
it - H
ighl
y in
tera
ctiv
e le
sson
s in
w
hich
the
teac
her h
as s
tude
nts
enga
ge
in a
var
iety
of o
ral r
eadi
ng p
ract
ice
with
gu
idan
ce a
nd fe
edba
ck
• S
yste
mat
ic -
Flue
ncy
inst
ruct
ion
shou
ld
be p
lann
ed fo
r and
pur
pose
ly
embe
dded
thro
ugho
ut th
e sc
hool
day
Inde
pend
ent s
ilent
read
ing
is N
OT
suffi
cien
t to
impr
ove
fluen
cy
#
Flue
ncy
– H
ow?
#
77#
Use
read
ing
proc
edur
es
that
pro
mot
e m
axim
um
prac
tice
for A
LL s
tude
nts
#
78#
Rep
eate
d re
adin
g (d
eep,
clo
se
read
ing)
rem
ains
the
“gol
d st
anda
rd” f
or
fluen
cy in
stru
ctio
n
And
the
Win
ner i
s…
79#
• S
truct
ured
Rep
eate
d R
eadi
ng
• P
artn
er R
epea
ted
Rea
ding
• C
hora
l Rea
ding
• E
cho
Rea
ding
for E
xpre
ssio
n
• C
loze
Rea
ding
• A
ugm
ente
d S
ilent
Rea
ding
Flue
ncy
Inst
ruct
iona
l Rou
tines
As you watch the video of fluency practices in a third grade classroom, please record the following:
• Good instructional practices related to fluency instruction
• General good teaching practices observed related to explicit and systematic instruction
• Missed opportunities/room to grow
Be prepared to share out with the group.
81#
Put Reading First
The Research Building Blocks
for Teaching Children to Read
National Institute for Literacy
1) Read/skim pages 19-27 of the Put Reading First booklet
2) Check your fluency graphic organizer and add to it any other important facts, considering pertinent information specific to your local context
3) Compare your graphic organizer with your partner’s while you wait for the “Come Back” signal
82#
3.0
Uni
vers
al S
cree
ning
, MTS
S,
and
Tier
1 R
eadi
ng In
stru
ctio
n
Rea
ding
Com
preh
ensi
on
Dec
odin
g
• A
bilit
y to
acc
urat
ely
read
fam
iliar
wor
ds
auto
mat
ical
ly a
nd
deco
de u
nfam
iliar
w
ords
out
of c
onte
xt
• D
epen
dent
on:
–
Pho
nem
ic
Aw
aren
ess
– P
honi
cs
Lan
guag
e
Com
preh
ensi
on
• A
bilit
y to
und
erst
and
oral
lang
uage
•
Dep
ende
nt o
n:
– B
ackg
roun
d K
now
ledg
e –
Soc
ial c
onte
xt
– Vo
cabu
lary
–
Text
/Sto
ry
Stru
ctur
e –
Verb
al R
easo
ning
#
Flue
ncy
• A
bilit
y to
re
ad te
xt
accu
rate
ly,
at a
n ap
prop
riate
ra
te, w
ith
suita
ble
pros
ody
# # #
84#
!
Mul
ti-Ti
er S
yste
m o
f Sup
port
s #
Dat
a-dr
iven
, pre
vent
ion-
base
d fra
mew
ork
fo
r im
prov
ing
lear
ning
out
com
es
fo
r all
stud
ents
thro
ugh
a la
yere
d co
ntin
uum
of e
vide
nce-
base
d pr
actic
es &
sys
tem
s
85#
Tier
1 P
reve
ntat
ive
co
re in
stru
ctio
n
for a
ll st
uden
ts
Tier
2 S
uppl
emen
tal
st
rate
gic
inst
ruct
ion
fo
r som
e st
uden
ts
Tier
3 S
peci
aliz
ed
inte
nsiv
e in
stru
ctio
n fo
r few
stu
dent
s
>80%
- 90
% o
f st
uden
ts
<15%
<5%
ALL!
SOME!
FEW!
86#
We
cann
ot in
terv
ene
our w
ay o
ut
of a
cor
e (ti
er 1
) pro
blem
! ! !
87#
Purp
ose
of D
IBEL
S N
ext
• To
acc
urat
ely
iden
tify
stud
ents
in n
eed
of
supp
ort e
arly
• To
pro
vide
mea
ning
ful a
nd im
porta
nt
inst
ruct
iona
l goa
ls
• To
eva
luat
e pr
ogre
ss to
war
d th
e in
stru
ctio
nal g
oals
• To
hel
p m
odify
inst
ruct
ion
as n
eede
d fo
r st
uden
ts to
mak
e ad
equa
te p
rogr
ess
• To
hel
p sy
stem
s ev
alua
te th
eir c
ore
and
supp
lem
enta
l pro
gram
s
88#
Why
The
se M
easu
res?
• Th
ey re
late
to th
e B
IG ID
EAS!
• Th
ey a
re in
dica
tors
of c
ritic
al e
arly
lit
erac
y sk
ills
that
are
the
mos
t hig
hly
pred
ictiv
e of
late
r rea
ding
ac
hiev
emen
t
• Th
e m
easu
res
are
NO
T m
eant
to b
e co
mpr
ehen
sive
of a
ll as
pect
s of
re
adin
g
#
89#
Big
Idea
of
Rea
ding
D
IBE
LS N
ext
Indi
cato
r(s)
C
CS
S
Con
nect
ion
Pho
nem
ic
Aw
aren
ess
• Fi
rst S
ound
Flu
ency
(FS
F)
• P
hone
me
Seg
men
tatio
n Fl
uenc
y (P
SF)
RF.
K-1
.2
Alp
habe
tic
Pri
ncip
le &
Bas
ic
Pho
nics
A
dvan
ced
Pho
nics
Non
sens
e W
ord
Flue
ncy
(NW
F)
• C
orre
ct L
ette
r Sou
nds
(CLS
) •
Who
le W
ords
Rea
d (W
WR
) D
IBE
LS O
ral R
eadi
ng F
luen
cy
(DO
RF)
•
Acc
urac
y
RF.
K-1
.3
RF.
1-5.
3
Flue
ncy
of
Con
nect
ed T
ext
DO
RF
• C
orre
ct W
ords
per
Min
ute
• A
ccur
acy
RF.
1-5.
4
Rea
ding
C
ompr
ehen
sion
D
OR
F •
Cor
rect
Wor
ds p
er M
inut
e •
Ret
ell &
Qua
lity
of R
espo
nse
Daz
e
RL.
1-5.
1-3
& 1
0 R
I. 1-
5.1-
3, 8
,10
RL.
3-5.
1-3
&10
R
I. 3-
5.1-
3, 8
,10
Voca
bula
ry
* W
ord
Use
Flu
ency
Rev
ised
La
ngua
ge S
trand
90#
Why
Non
sens
e W
ords
? •
Non
sens
e w
ords
are
use
d to
exp
lore
w
heth
er b
egin
ning
sta
ge re
ader
s ca
n ap
ply
the
alph
abet
ic p
rinci
ple
whe
n co
min
g to
a
wor
d s/
he d
oes
not r
ecog
nize
aut
omat
ical
ly
• W
e co
ntin
ue to
use
our
alp
habe
tic p
rinci
ple
in m
iddl
e sc
hool
, hig
h sc
hool
, and
bey
ond
whe
n w
e co
me
to a
wor
d w
e do
not
kno
w
• R
eal w
ords
can
not b
e us
ed b
ecau
se it
is
uncl
ear i
f the
stu
dent
act
ually
has
the
skill
s to
sou
nd o
ut a
nd re
ad th
e w
ord
(ver
sus
it be
ing
a m
emor
ized
wor
d)
91#
!In
terp
reta
tion
of y
our
DIB
ELS
data
is
depe
nden
t on
unde
rsta
ndin
g w
hat t
he
Ben
chm
ark
Goa
ls
mea
n!
92#
Goa
ls h
ave
thre
e cr
itica
l com
pone
nts:
1. A
ski
ll
2. A
leve
l of p
erfo
rman
ce
3. A
poi
nt in
tim
e
They
repr
esen
t the
low
est l
evel
of o
kay
for
ALL
stu
dent
s!
Und
erst
andi
ng B
ench
mar
k G
oals
Dyn
amic
Mea
sure
men
t Gro
up
93#
• B
ench
mar
k go
als
repr
esen
t low
est l
evel
s of
pe
rform
ance
that
, with
con
tinue
d go
od
inst
ruct
ion,
stu
dent
s ha
ve a
n 80
% -
90%
ch
ance
of m
eetin
g th
e ne
xt b
ench
mar
k go
al
• S
ome-
risk
mea
ns a
40
- 60%
cha
nce
of
mee
ting
the
next
ben
chm
ark
goal
• H
igh-
risk
mea
ns 1
0% -
20%
cha
nce
of
mee
ting
the
next
ben
chm
ark
goal
Wha
t Doe
s B
ench
mar
k M
ean?
94#
• If
esta
blis
hed
in P
SF
at th
e en
d of
Kin
derg
arte
n, th
en
a 75
% c
hanc
e of
mee
ting
DO
RF
benc
hmar
ks a
t the
en
d of
1st g
rade
• If
esta
blis
hed
in C
LS in
the
mid
dle
of 1
st g
rade
, the
n an
89%
cha
nce
of m
eetin
g th
e be
nchm
ark
in D
OR
F at
th
e en
d of
1st g
rade
• If
benc
hmar
k in
DO
RF
at th
e en
d of
1st g
rade
, the
n an
87
% c
hanc
e of
mee
ting
the
benc
hmar
k in
DO
RF
at th
e en
d of
4th g
rade
• M
eetin
g 4t
h gra
de D
OR
F be
nchm
arks
is v
ery
high
ly
corr
elat
ed w
ith p
rofic
ient
read
ing
com
preh
ensi
on o
n st
anda
rdiz
ed a
sses
smen
ts, i
nclu
ding
the
ME
AP
• A
nd if
beh
ind
in fi
rst g
rade
, the
gap
app
ears
to g
row
as
evi
denc
ed b
y th
e in
crea
se in
stu
dent
s w
ith
inte
nsiv
e ne
eds
in g
rade
s 2-
5
Impo
rtan
ce o
f Mee
ting
Ben
chm
arks
95#
How
Effe
ctiv
e is
our
Cor
e In
stru
ctio
n?
A
Cor
e P
rogr
am is
effe
ctiv
e if
it:
• Mee
ts th
e ne
eds
of a
t lea
st 8
0% -
90%
of
all
stud
ents
• At l
east
95%
of s
tude
nts
at b
ench
mar
k m
aint
ain
thei
r Low
Ris
k st
atus
th
roug
hout
the
scho
ol y
ear
96#
• U
se to
ens
ure
that
you
r dai
ly
inst
ruct
ion
incl
udes
all
of th
e cr
itica
l co
mpo
nent
s of
pho
nics
and
flue
ncy
inst
ruct
ion
as w
ell a
s ex
plic
it in
stru
ctio
n pr
actic
es
• Le
sson
pla
nnin
g •
Sel
f-ass
essm
ent
• P
eer f
eedb
ack/
coac
hing
•
Inst
ruct
iona
l coa
chin
g •
Obs
erva
tions
Self-
Mon
itorin
g/C
oach
ing
Form
Reading Foundation Skills Instruction Coaching Tool
School: ____________________ Name:_______________________________ Grade: ______ Date: _________ Start Time: _______ Stop Time: _______ Coach: ____________________
Instruction Type (please circle): whole-group or small-group differentiated
Explicit & Systematic Phonemic Awareness Instruction (K & 1st grade)
Observed + or -
Comments
Blending (moving quickly through stop sounds and holding continuous sounds for at least one second)
Segmenting Smooth Separate
Other (e.g., phoneme isolation, syllables)
Connected to Phonics Instruction (Mid K – Nov. of 1st grade)
Explicit & Systematic Phonics Instruction
Associate Letters and Sounds
Introduce Discriminate
Blend Sounds/Parts to Read Words S by S Continuous Spelling-Focused
Whole Word Common Endings Loop Loop REWARDS Meanings Irregular
Read Words to Build Automaticity
Transition to Sight Word Reading
Segment and Spell (dictation type) sound word multisyllabic word sentence
Read decodable text (students track with finger, read and reread w/ a combo of whisper, choral, partner and/or augmented silent reading)
Other:
Explicit & Systematic Fluency Instruction (mid 1st grade & up)
Observed + or -
Comments
Repeated Partner Choral Echo Cloze Augmented Silent Other
Environment & Instruction
Instructional materials are prepared and students can see materials clearly
Teacher uses consistent instructional routines
Teacher elicits frequent responses inclusive of all students (choral and partner with occasional individual turns)
Teacher uses clear visual and verbal signals when eliciting student responses
Teacher monitors responses and provides specific feedback throughout the lesson
Teacher maintains a brisk pace throughout the lesson, giving appropriate think time
Teacher ensures skills are firm by teaching to mastery
Notes:
Next Steps:
97#
1) C
ompl
ete
your
MTS
S G
uide
d N
otes
2) C
ompa
re y
our
MTS
S G
uide
d N
otes
with
yo
ur p
artn
er’s
whi
le y
ou w
ait f
or th
e “C
ome
Bac
k” s
igna
l
Act
ivity
98#
4.0
Impl
emen
tatio
n S
tory
Tim
e #
99#
5.0
Inst
ruct
iona
l Rou
tines
#
100#
• C
lear
, con
cise
lang
uage
use
d co
nsis
tent
ly a
cros
s le
sson
s
• In
stru
ctio
nal r
outin
es im
prov
e st
uden
t ac
hiev
emen
t by
incr
easi
ng:
• S
tude
nt m
otiv
atio
n •
Opp
ortu
nitie
s to
resp
ond
• O
ppor
tuni
ties
for f
eedb
ack
• S
tude
nt a
ttent
iven
ess
• M
aste
ry o
f ski
lls
!
Inst
ruct
iona
l Rou
tines
101#
1. W
e’re
goi
ng to
pla
y a
say-
the-
wor
d ga
me.
I’l
l say
the
soun
ds s
low
ly, t
hen
you
say
the
wor
d fa
st.
2. (
hold
han
d up
) Lis
ten.
sss
saaa
at
3. W
hat w
ord?
(dro
p ha
nd) s
at
4. (
Rep
eat w
ith 3
-4 m
ore
wor
ds.)
5. (
Rep
eat u
ntil
firm
.) 6. (
Giv
e in
divi
dual
turn
s.)
* R
emem
ber t
o ho
ld e
ach
cont
inuo
us s
ound
for o
ne fu
ll se
cond
and
do
not s
top
betw
een
the
soun
ds
#
Ble
ndin
g S
ound
s in
to W
ords
102#
Ble
ndin
g S
ound
s
m
ad
s
lip
c
at
m
ath
!
Your
Tur
n
103#
1. W
e’re
goi
ng to
say
the
soun
ds in
a w
ord.
Fis
t in
the
air.
Put
up
one
finge
r fo
r ea
ch s
ound
. 2. T
he w
ord
is s
at.
Wha
t wor
d? (
Sig
nal)
sat
3. F
irst
sou
nd?
/sss
/ N
ext s
ound
? /a
aa/
Las
t sou
nd?
/t/
(Put
up
a fin
ger a
s yo
u sa
y ea
ch s
ound
.) W
hat w
ord?
(Sig
nal)
sat
4. (
Rep
eat w
ith 3
-4 m
ore
wor
ds.)
5. (
Rep
eat u
ntil
firm
.) 6.
(G
ive
indi
vidu
al tu
rns.
) !
###
Seg
men
ting
Wor
ds in
to S
ound
s-
Sep
arat
e S
egm
entin
g
104#
Sep
arat
e S
egm
entin
g
m
ad
s
lip
c
at
m
ath
Your
Tur
n
105#
! s
lum
p
1. W
hen
I tou
ch a
lett
er, s
ay it
s so
und.
Kee
p sa
ying
th
e so
und
until
I to
uch
the
next
lett
er. D
on’t
stop
be
twee
n th
e so
unds
. Get
rea
dy. (
Slo
wly
slid
e yo
ur
finge
r und
er e
ach
lette
r.) /s
sslll
uuum
mm
p/ W
hat
wor
d? s
lum
p
2. (
Rep
eat w
ith re
mai
ning
wor
ds u
ntil
firm
.)
3. (
Giv
e in
divi
dual
turn
s.)
# #
Con
tinuo
us B
lend
ing
106#
Con
tinuo
us
m
en
sle
d fi
st
ca
t
Your
Tur
n
107#
light
1.
(U
nder
line
the
lette
r(s)
that
mak
e th
e so
und
bein
g
ta
ught
.) 2.
(P
oint
to th
e un
derli
ned
lette
rs.)
Wha
t sou
nd?
(S
igna
l). /īīīī
/ 3.
(P
oint
to th
e w
ord.
) Wha
t wor
d? (S
igna
l) lig
ht
4. (
Rep
eat w
ith re
mai
ning
wor
ds u
ntil
firm
.) 5. (
Hav
e st
uden
ts re
read
the
list w
ithou
t the
pr
ecor
rect
ion.
) 6.
(G
ive
indi
vidu
al tu
rns.
)
!
Spe
lling
-Foc
used
Ble
ndin
g
#
108#
Spe
lling
-Foc
used
fa
n
ph
one
born
nig
ht
! !
Your
Tur
n
109#
fore
st
1. (
Dra
w lo
ops
to s
egm
ent t
he m
ultis
ylla
bic
wor
d in
to
deco
dabl
e ch
unks
and
und
erlin
e th
e ne
w le
tter-
soun
d as
soci
atio
n.)
2. (
Poi
nt y
our f
inge
r und
er th
e fir
st p
art.)
Wha
t so
und?
(Sig
nal).
/or/
Wha
t par
t? (S
igna
l). /f
or/
3. W
hat p
art?
(Sig
nal.)
/est
/
4. (
Loop
the
who
le w
ord.
) W
hat w
ord?
for
est
5. M
ake
it a
real
wor
d. fo
rest
6. (
Rep
eat w
ith re
mai
ning
wor
ds.)
7. (
Giv
e in
divi
dual
turn
s.)
#
Loop
Loo
p
110#
Loop
Loo
p pi
cnic
p
aym
ent
apar
tmen
t!!!!
Your
Tur
n
111#
# #
Mo$
os!!
Wha
t you
exp
ect =
W
hat y
ou g
et
How
wel
l you
teac
h =
H
ow w
ell t
hey
lear
n Te
ach
with
pas
sion
M
anag
e w
ith c
ompa
ssio
n An
ita#Arche
r#
*
112#
You
have
the
mos
t im
porta
nt jo
b in
th
e w
orld
. Tha
nk y
ou fo
r all
that
yo
u do
for y
our s
tude
nts!
#
Notes… ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Notes… ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
