Reading Beyond the Script: Engaging Reading Practices for ParaprofessionalsDR. SUSAN WEGMANNTHE BAPTIST COLLEGE OF FLORIDASJWEGMANN@BAPTISTCOLLEGE.EDUWWW.SLIDESHARE.NET/SWEGMANN

Agenda for the Day

8:00-noon Fundamentals of Reading #1-412:00–1:00 Lunch1:00-3:00 Fundamentals of Reading #5-6

and Application of LearningDuring presentation, direct questions to

www.sli.do and #0707

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Reading – What is it? What is it not? Why the fuss?

Six areas of Reading plus Writing:1. Oral Language2. Phonological Awareness3. Phonics4. Fluency5. Vocabulary6. Comprehension

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"Literacy is the state of being able to participate fully in a to-and-fro interplay between person and text.”

Start at the very beginning. . .

Louise Rosenblatt’s Transaction Theory (Reader Response theory)

stance efferent aesthetic linguistic experiential reservoirevocation

A very good place to start. . .

Readiness to respond in a certain way. In the transaction theory, or reader response theory, there is a spectrum on which all people assume a stance.

Stance

Efferent

Aesthetic

Spectrum of Stance

When people read efferently, they are reading for the purpose of a later event. (test, questions, discussion, etc.)

Efferent Stance

This stance is characterized by an “in the moment” feel. . . when time escapes you and you are fully enjoying the reading event.

Aesthetic Stance

the accumulation of all our language and experiences to date. (More than just background knowledge.)

Linguistic Experiential Reservoir (LER)

When the reader and the text come together – a sort of synergy; each evocation is unique.

Evocation

I do not like them in a box.I do not like them with a fox.I do not like them in a house.I do not like them with a mouse.I do not like them here or there.I do not like them anywhere.I do not like green eggs and ham.I do not like them, Sam-I-am.

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State of FL EquationK-12 reading instruction will align with Florida’s

Formula for Success, 6+4+ii+iii, which includes six (6) components of reading: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension; four (4) types of classroom assessments: screening, progress monitoring, diagnosis, and outcome measures; initial instruction (ii) including considerations for background knowledge, motivation, and the provision for print rich, explicit, systematic, scaffolded, and differentiated instruction, and the reading/writing connection; immediate, intensive intervention (iii): including extended time, flexible grouping, accommodations, and more frequent progress monitoring. Data from the results of formative assessments will guide differentiation of instruction in the classroom.

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19A Bit of Background on Reading Research

Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin. 1998)

National Reading Panel (2000)

Six Essential Components of Reading Instruction

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Some Essential Components of Reading Instruction

oral language

phonological awareness

phonics

fluency

vocabulary

comprehension

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Oral Language

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Oral Language Components: Phonology Vocabulary Grammar Morphology Pragmatics Discourse

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Research shows:1.Oral language development has profound impact on

children’s preparedness for kindergarten (Beck & McKeown, 2007).

2.Oral language development has implications throughout a student’s academic career (Cain & Okahill, 2007).

3.If quality of words is richer, academic performance is better (Hart & Risley, 1995)

4.If ELLs enter school without English spoken in home, their starting points are typically lower (Biemiller, 1998)

5.Low socio-economic status (SES) often means less background knowledge development, which effects oral and written language (NICHD, 2005).

6.Parents’ level of education (especially mother’s) and oral language development is correlated (NICHD, 2005).

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Close Interactive Read Aloud

Collaborative Discussion/ Debate

Intensive Vocabulary Instruction

Strategies to develop Oral Language Abilities

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Role Playing

Rehearsed Oral Performance

Language Frames

Strategies to develop Oral Language Abilities

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Open-ended questions

Jointly constructed academic writing

Explicit connections to Community and Content

Strategies to develop Oral Language Abilities

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Phonemic Awareness

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29Phonemic Awareness (think: auditory)

the ability to hear, identify, and manipulate individual sounds in spoken words

the sensitivity to, or explicit awareness of, sound structure in words.

can be done in the dark

Student with Phonemic Awareness deficits: Unable to hear the difference between sounds such as

short /i/ and /e/. Doesn’t enjoy Dr. Seuss, because they just don’t get it Can’t do rhyming tasks Often mispronounces words by substituting sounds in

words, such as pronouncing “train” as “chrain” Can’t blend isolated sounds to make words. I.e. They

may say /c/ /a/ /t/ = “kit”

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Some research: Students could be reliably identified as at risk

for reading failure, if they did poorly on phonemic awareness tests (Catts, 1991).

Deficits in phonemic awareness skills correlated directly to deficits in reading ability (Ackerman & Dykman, 1993; Pulakanaho et al., 2008)

Phonemic awareness skills can be taught (Byrne & Fielding-Barnsley, 1991).

Training is successful with older children and those with a disability (Scott, 1995).

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32Phonemic Awareness SkillsLess Complex

Word ComparisonRhymingSentence SegmentationSyllable Segmentation/BlendingOnset-rime blending/SegmentationBlending/Segmenting Individual PhonemesPhoneme Deletion and Manipulation

Sentence level Word level Syllable

levelOnset/Rime

Phoneme level

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Onset and rime

Direct Instruction

Isolated Sound Recognition

Strategies to use for Phonemic Awareness

Word, syllable, phoneme counting

Sound Synthesis

Sound to word matching

Strategies to use for Phonemic Awareness

Sound positions

Sound segmentations

Letter-sound associations

Strategies to use for Phonemic Awareness

Word to word matching

Sound deletions

Strategies to use for Phonemic Awareness

39Elkonin Boxes:Hearing Sounds Activity

Phonics

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41“Phonics instruction teaches children the relationships between the letters of written language and the individual sounds (phonemes) of spoken language.”

The goal [of systematic phonics instruction] is to enable learners to acquire sufficient knowledge and use of the alphabetic code so that they can make normal progress in learning to read and comprehend written language” (National Reading Panel, 2005).

Phonics teaching is a means to and end. . . Not the end itself!

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44Phonics SkillsLetter-Sound Correspondence

Irregular Word Reading Reading in Texts

Regular Word Reading

Advanced Word Analysis Skills

Adapted from Reading and Language arts (2002)

Adolescents with Phonics deficits: Less likely to encounter success with reading,

and therefore school assignments. More likely to drop out of school. More likely to experience a negative attitude

toward reading. Deficits can be explicitly taught. Academic language in content areas should be

explicitly taught. Focus on one or two strategies at a time.

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Word Families

Onset and meaning

New vocabulary- Elementary adolescents High School

Strategies to use for Phonics Development 46

Elongating sounds

Pattern knowledge

Variations in letter-sound relations

Strategies to use for Phonics Development 47

Teacher Talk

One-to-one matching

Strategies to use for Phonics Development

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49Elkonin Boxes:Words Activity

Fluency

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The ability to process (surface) and comprehend (deeper level) text with speed, accuracy, and expression.

52Take a Deep Breath

.nworb emoceb seye eht, detisoped sitnemgip elbaredisnoc fI .roloc evitinifed sti semussa siri eht ,ecafrus roiretna eht no raeppa ot snigeb tnemgip eht sA .roloc yarg-etals ro hsiulb a fo tceffe eht gnivig yllausu, eussit tneculsnart eht hguorht swohs reyal tnemgip roiretsop ehT .siri eht of ecafrus roiretna eht no tnemgip on ro elttil si ereht htrib tA.

53Fluency Skills

Automatic recognition of wordsSpeedAccuracyExpression

Repeated Reading with a purpose

Guided Oral Reading

Teacher modeling of a Read Aloud – Interactive read Aloud

55Strategies to Build Fluency

Shared reading – 4th grade 8th

grade

Taped reading

Strategies to Build Fluency 56

Reader’s Theatre- elementary high school

Vocabulary

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58Oral and Reading Vocabulary

Learning, as a language-based activity, is fundamentally and profoundly dependent on vocabulary knowledge.

(Baker, Simmons, & Kame’enui, 1998)

Effective vocabulary instruction:

Provides explicit, direct instruction of vocabulary words for a specific text.

Recognizes that repetition and multiple exposures to vocabulary items are important.

Employs words that are useful to the learner in many contexts.

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Effective vocabulary instruction:

Restructures tasks as necessary.

Activates engagement beyond definitions.

Uses technology when appropriate.

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Effective vocabulary instruction:

Wide volume provides incidental learning.

Uses a variety of strategies.

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62Strategies to enhance VocabularyWord Walls

Read alouds

List-group-label elementaryList-group-label high school

63Strategies to enhance VocabularyDefinition Mapping

Frayer Model

Semantic Map

Vocabulary: Definition MappingWhat is it? Definition What is it like?

What are some examples?

The Word

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Vocabulary: Definition Mapping

rodent

What is it? Definition What is it like?

What are some examples?

The Word

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Vocabulary: Definition Mapping

mammal

rodent

What is it? Definition What is it like?

What are some examples?

The Word

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Vocabulary: Definition Mapping

mammal

rodent

2 sharp front teeth

Gnaws on hard objects

Smooth, short fur

What is it? Definition What is it like?

What are some examples?

The Word

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Vocabulary: Definition Mapping

mammal

rodent

2 sharp front teeth

Gnaws on hard objects

Smooth, short fur

mouse rat squirrel

What is it? Definition What is it like?

What are some examples?

The Word

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Vocabulary: Frayer Model

Word

Definition

Examples Non-examples

Characteristics

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Vocabulary: Frayer Model

WordPolygon

DefinitionA mathematical shapethat is a closed plane

Figure bounded by 3 orMore line segments.

ExamplesHexagonSquare

TrapezoidRhombus

Non-examplesCircleCube

SphereCylinder

Cone

CharacteristicsClosed

Plane FigureMore than 2 straight sides

2-dimensionalMade of line segments

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Volcano

Gene

ral

Term

s

Composition

Acti

on

CharacteristicsResult

MountainMt. St. HelenSeattleWashington

Jolt Roaring Force Blast Bulge Impact Eruption Overwhelmed

DamageDestruction

Huge HoleEarthquakePowerfulViolentSuddenChokingTremendous

Poisonous

Gases

Heat

Rock

AshSteam

Vocabulary:SEMANTIC MAP

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Comprehension

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75Comprehension

The process of constructing meaning from written texts, based on a complex coordination of a number of interrelated sources of information.

76Comprehension SkillsSentence Structure and Meaning Students practice identifying important text elements and

arranging words to make sentences. Story Structure Students practice identifying the sequence of events

(beginning, middle, end) and story grammar (setting, characters, problem, solution, important events).

Monitoring for Meaning Students practice organizing information to gain meaning. Main Idea/Summarizing Students practice stating the main ideas in their own words. Students practice summarizing large sections of text.

77Comprehension Skills

Primary Grade Skills (K-3) Literal comprehension Sequencing Summarization

Intermediate Grade Skills (4-12)• Connecting ideas within the

reading• Comprehending complicated

sentences• Critically reading passages

78Comprehension Occurs

Prereading

During reading

Postreading

79Strategies to Build Comprehension:Prereading Activities

Preview the text 2nd Example

Make predictions- Text Graffiti

Complete a KWL KWHL chart

Connect to prior knowledge

80Strategies to Build Comprehension:During Reading Activities

Stop periodically and summarize what you have read.

Focus on the main idea and supporting details in each paragraph.

Visualize

81Strategies to Build Comprehension:After Reading Activities

Delete trivial information; Delete redundant information

Use single category labels to replace a list of smaller items/actions.

Summarize paragraphs

Questioning and Oral Feedback – self monitoring

Resources

ABCTeach: http://www.abcteach.com/ Literacy Essentials and Reading Network: (videos) http

://www2.nefec.org/learn/ FAIR Search Tool: (Strategies by grade level and topic) http://

www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx Doing What Works Library: http://dwwlibrary.wested.org/library

Reading Beyond the Script: Engaging Reading Practices for ParaprofessionalsDR. SUSAN WEGMANNTHE BAPTIST COLLEGE OF FLORIDASJWEGMANN@BAPTISTCOLLEGE.EDUWWW.SLIDESHARE.NET/SWEGMANN