LEARNING TO READ

Therese Wetherington, NCDPICo-facilitated with Teacher Leaders: Candy Fleetwood, Fran Jones,Senate Moshoeshoe, Tonia Chlomoudis, Maryet Owens, & Victoria Hoffman

PROFESSIONAL GROWTHStandard #1 Teachers demonstrate leadership• Collaborate with colleagues to mentor and support teachers to

improve effectiveness.• Use a variety of assessment data throughout the year to evaluate

progress.• Use data to organize, plan, and set goalsStandard #2 Teachers establish a respectful environment for a diverse population of students.• Maintain high expectations for all studentsStandard #3 Teachers know the content they teach.• Develop and apply strategies to make the curriculum rigorous and

relevant.Standard #4 Teachers facilitate learning for their students.• Teachers plan instruction appropriate for their students.• Teachers use a variety of instructional methods.Standard #5 Teacher reflect on their practice.• Teachers analyze student learning.Standard #6 Teachers contribute to academic success of all students.

ARE WE ON THE RIGHT TRACK?

TEACH WITH PURPOSEResponse to Intervention (RtI)Tier 1-All students in grades K-3, regardless of screening assessment results,

should receive at least 90 minutes of daily reading instruction in the regular education classroom.

Tier 2- Those students identified as moderately at-risk for reading failure receive an additional 30 minutes of reading instruction daily. This instruction occurs in a small group setting with instructional materials targeted to the specific reading skill needs of group members.

Tier 3- Students that make little or no progress in Tier II after a reasonable amount of time, or those students with very severe reading deficiencies, are placed in Tier III. Tier III students receive 60 minutes of daily, targeted, intense reading instruction in addition to that provided during the 90 minute reading block

BASIC EARLY LITERACY SKILLS

Phonemic Awareness Phonics: Alphabetic Principle Accuracy & Fluency Comprehension Vocabulary & Language

PHONEMIC AWARENESS

Phonemic awareness is the ability to hear,

identify, and manipulate the

individual sounds in spoken words.

Phonemic Awareness

Onset & RimesSyllable Awareness

Word AwarenessRhyme & Alliteration

RHYME AND ALLITERATION

Rhyme and alliteration both involve words that share a common feature or sound. Hearing rhyme requires attention to the ending sound in words, while alliteration requires attention to the beginning.

"Peter Piper picked a peck of

pickled peppers,"

WORD AWARENESS

Concept of word in print--the ability to accurately match spoken words to written words - requires students to segment sentences into words.

To arrive at this monumental understanding, children need a great deal of practice with both oral and written activities to develop word awareness.

SYLLABLE AWARENESS

Segmenting: Clap It Out!Bippity, bippity, bumble, bee,

Tell me what your name should be. (Sta-cy)

Blending:Stretch words out by

syllable (e.g., instead of saying

"bicycle," say "bi - cy - cle").

ONSET AND RIMEThe onset is the initial consonant or consonant

cluster of the word.The rime is the vowel and consonants that

follow it. Example: bat

b- is the onset -at is the rime.

Your turn:swim, sw- is the onset, -im is the rime.

PHONEMES

Blend- Put it together

Segment- Take it apart

Manipulate- Delete or substitutePhonemic Awareness

Onset & RimesSyllable Awareness

Word AwarenessRhyme & Alliteration

READING 3D-DIBELSTests for Phonological Awareness

Phoneme Segmentation Fluency (PSF) students break apart a word into sounds. Master in 1st grade

First Sound Fluency (FSF) student identifies initial sounds. Master in Kindergarten.

BASIC EARLY LITERACY SKILLS

Phonemic AwarenessTests: FSF & PSF ( K & 1st)

Phonics: Alphabetic Principle Accuracy & FluencyComprehensionVocabulary & Language

PHONICS: ALPHABETIC PRINCIPLEMulti-Syllabic Words

Prefixes Base Words

Contractions Inflectional Endings Compound Words

Blending Plural Endings

Consonant Doubling Long Vowels

Diagraphs & Blends Sight Words Short Vowels Initial & Final ConsonantsLetter –Sound Linking

Letter Naming

Words are composed of letters that represent sounds.

Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or

to spell words.

Adva

nced P

honic

s

Basic

Phon

ics

READING 3D- PHONICSStudents must master Phonemic

Awareness skills before they can master Advanced Phonics

Skills

Word Recognition (WR)Sight words.

Accuracy & Fluency.

Nonsense Word Fluency (NWF)Students make connections between C-V-C and V-C to

phonemes. Students can’t identify by sight alone.

Master in 2nd grade.

Phonemic AwarenessPSF- Phoneme Segmentation Fluency

FSF- First Sound Fluency

BASIC EARLY LITERACY SKILLS

Phonemic AwarenessTests: FSF & PSF (K & 1st)

Phonics: Alphabetic PrincipleTest: NWF (K, 1st & 2nd) & WR (all)

Accuracy & FluencyComprehensionVocabulary & Language

READING 3DDORF- DIBELS Oral Reading Fluency.

Student reads text for 60 seconds for fluency & accuracy. (1st grade & up)

DORF Retell & Quality- assesses comprehension.

TRC-Text Reading & Comprehension-assesses accuracy, fluency, vocabulary & comprehension. Use of leveled readers. (K & up)

DAZE- assesses comprehension. Checks word recognition skills, prior knowledge, syntax and morphology, and cause/effect reasoning skills. (3rd grade)

BASIC EARLY LITERACY SKILLS

Phonemic Awareness Tests: FSF & PSF

Phonics: Alphabetic Principle Test: NWF & WR **DORF fluency indicates weaknesses in NWF.

Accuracy & Fluency Test: DORF, TRC & WR

Comprehension Test: DORF , TRC & DAZE

Vocabulary & Language Skills Test: TRC

INTENTIO

NAL

INTERVEN

TIONSWhat are the standards that

I want students to master?

How do I plan and

deliver lessons so that

each component is

appropriate to the

knowledge, skills and

needs of my

students?

Are the activities and

assignments within the lesson

clearly aligned to the standards?

Am I using each minute

of instructional time wisely and well?

How do you know what students know?

SMALL GROUPS

Tonia (FSF)Senate (PSF)Fran (NWF)

Candy (Comprehension)

WHAT’S NEXT? WHAT DO I

NEED TO ASSURE

ACADEMIC SUCCESS FOR

ALL STUDENTS?