Slide 1

Session Two

Working With the Youngest Readers

Working With Shared Reading to Address the 5 Recommendations for the NRP2

Comprehensive Literacy Framework

What are the rules of the road for reading3

CAP AssessmentWhat does he know about print and how it works?

http://www.youtube.com/watch?v=nQG9iK6yIiE&feature=related He knows

Evidence

What does the research say?Two powerful predictors of early reading success are Alphabet recognition (knowing the names of letters and the sounds they represent) Phonological Awareness (understanding that a word is made up of sounds and the ability to manipulate sounds in spoken words)Adams, 1990; Stanovich, 1992; Chall, 1996; Beck and Juell, 1995Phonological Awareness

Word Awareness

Rhyme Awareness

Syllable Awareness

Alliteration

Onset & Rime

Phonemic Awareness

Initial ConsonantsUsing Letter Formation and Three Ways of Remembering

Model with:Write the letter saying its nameWrite it again saying the verbal pathWrite it again saying the sound that goes with the letterWorking With Letters

What are a few sorting activities for LI?letters in abc order,letters with tails, letters that are in your nametunnels or mountains,letters with circles, letters with sticks, letters that are tall, upper and lower,letters that are short

Characteristics of Text

Emergent (A-2)Early (3-10)Transitional (12-24)Extending (28-44)

Arrange your assortment of books in order of difficulty. Early Emergent Readers (Levels aa-C)

Aspiring readers are just beginning to grasp the basic concepts of book and print. They are acquiring a command of the alphabet with the ability to recognize and name upper- and lowercase letters. They are also developing many phonological awareness skills, such as recognizing phonemes, syllables, and rhyme.

Early Emergent readers are beginning to learn sound/symbol relationships--starting with consonants and short vowels--and are able to read CVC (consonant-vowel-consonant) words, as well as a number of high-frequency words.

Books at this level have:Strong picture support,carefully controlled text, repetitive patterns controlled, repeated vocabulary, natural language,large print, wide letter spacing,familiar concepts,limited text on a page

Emergent Readers (Levels D-J)Readers at this stage have developed an understanding of the alphabet, phonological awareness, and early phonics. They have command of a significant number of high-frequency words.

Emergent readers are developing a much better grasp of comprehension strategies and word-attack skills. They can recognize different types of text, particularly fiction and nonfiction, and recognize that reading has a variety of purposes.

Books at this stage have:Increasingly more lines of print per pageMore complex sentencestructureLess dependency on repetitive pattern and picturesFamiliar topics but greater depth

Early Fluent Readers (Levels K-P)At this stage, reading is more automatic, with more energy devoted to comprehension than word attack. Readers are approaching independence in comprehending text.

These readers are experiencing a greater variety of text and are able to recognize different styles and genres. Independence often varies with the type of text being read.

Books at this stage have:More pagesLonger sentencesMore text per pageRicher vocabularyGreater variation insentence patternLess reliance on picturesMore formal and descriptive language

Fluent Readers (Levels Q-Z)

Readers have successfully moved from learning to read to reading to learn. Their reading is automatic and is done with expression and proper pauses. Their energy is devoted to understanding, and they have good command and use of the various comprehension strategies.

These readers read a wide range of text types and do so independently. They will continue to refine and develop their reading skills as they encounter more difficult reading materials. But for the most part, they are capable of improving their reading skills and selection of materials independently through increased practice.

Books at this stage have:More textLess familiar, more varied topicsChallenging vocabularyMore complex sentencesVaried writing stylesMore description

16Spelling stages

adapted from K. Ganske (2000) Word Journeys, NY: Guilford Pubs.Beginner levelpre-phoneticphonetictransitionalConventional17This slide illustrates how spelling progresses through the stages. Let's look at #4 on this chart. What is this child able to do at the emergent stage? Spells the most salient sounds in chart (letter name for initial sound and final sound). What is this child able to do at the beginner stage? They have knowledge of one letter for the digraph and the letter r for the vowel sound (they iinclude salient sounds of word).What is this child able to do at the Within Word stage? They have the ch digraph and partial knowledge of the r controlled vowel.

Turn and talk What spelling stage is the student in?18

VideoTurn and talk19Power of Prompting Language(Step Up to First Grade)

Courtesy of Wright GroupReading is a Process not a Procedure21A good reader uses a variety of strategies and a integrates all cues to navigate fluently through a text. Notice independent reading is in all three zones.

By M. RaffertyI Need to Eat!22I am so hungry. I want to eat a banana.

23This is an example where the picture holds a large clues for the child Ask them to let the picture help them.No, I would rather have an apple.

24Say try that again and then prompt them to look at the first letter. Ask them if this next word was tomato what would you expect to see at the beginning?

Wait! Cake would be great.

25Ask after a short delay-let them digest and hear themselves-Does that make sense does this match?

Rats! All I can find is lettuce.

26Upon the hesitation-Ask the child what could go there or is there a little word you know in that word? Now re-read=Does it look and sound right?

I really need something to eat. I really need food.Food!

27Youre right it could be fruit-But if it was fruit what would you expect to see at the end of fruit? What do you see here? What could go there? What would make sense? Think about the story.

Then Mom yelled, Jack theres nothing in the house, lets go out to eat.

Thank you, Mom!

28With an error like this you will have to ask them if they were right? If they believe so say you almost got but try it again. And prompt with some of the previous suggestions- Can anyone suggest one for helping worth this error?StageEmergentBeginnerWithin-wordSyllable Juncture

1. pan

2. stem

3. bike

4. chart

5. dotted

6. drizzle

7. criticize

8. majorityN

CM

K

HT

DD

J

K

Mpan

sam

bik

crt

ditd

jrezl

cretsiz

mgrtpan

stem

biek

chrat

dotid

drizul

critusize

mujorteapan

stem

bike

chart

doted

drizzle

critasize

mejoraty