The BIG Five of Effective Reading Instruction

Table Talk

What is your level of understanding of the Big 5?

Phonics

Vocabulary

Phonemic

Awareness

Phonics is .....

the ability to attach sounds and symbols (letters) to decode or encode words.

Students learn to take print

and convert it to its spoken form (decode);

as well as convert spoken words to the written form (encode).

Developmental Continuum

What does

Phonics instruction

look like for YOUR students??

Letter- sound correspondence

Short Vowels

Consonant blends

Long vowels

Vowel digraphs and diphthongs

R-controlled

Multisyllabic words

Compound words

Contractions

Inflectional forms

What does the research say?

Phonemic Awareness is ...

the ability to manipulate sounds (phonemes)

The end point is for a child to develop

phonemic awareness, the most important

and sometimes most difficult task in learning to read and the foundation of all subsequent reading and spelling instruction.

Only 15 minutes of instruction is required daily

Overcoming Dyslexia

Sally Saywitz, MD

In 2000, the National Reading Panel

published a list of

Essential Components

of reading instruction which were

incorporated into the

No Child Left Behind legislation.

-The National Reading Panel

What does

Phonemic Awareness Instruction

look like for YOUR students??

Developmental Continuum

Listen for sounds

Rhyming words

Initial Sounds

Words in Sentences

Syllables in words

Track and order phonemes

Phoneme Isolation

Phoneme Comparison

Phoneme Blending

Phoneme Segmentation

Phoneme Deletion

Phoneme addition

Phoneme substitution

Students

at Risk

What does the research say?

Vocabulary is ...

attaching words and meaning together

It has been well documented that vocabulary knowledge is directly related to reading comprehension and is vital to school success.

What does

Vocabulary Instruction look like for YOUR students??

Developmental Continuum

Intensive Intervention

Word classification

Antonyms and Synonyms

Affixes and roots

Multiple meaning words

Homophones and homographs

Word-learning strategies

Word origins and derivatives

Figurative language and idioms

Individualized for Identified

Students

What does the research say?

Differentiated

Intervention

Individualized for ALL

Students

The Big

Differentiated

Instruction

ALL

students

TIME

Initial

Instruction

R

E

S

O

U

R

C

E

S

What the Research Says ....

Features of

Effective Instruction

Fluency

Comprehension

FLUENCY is ......

reading at an appropriate rate with accuracy and prosody.

What does

Fluency Instruction look like for YOUR students?

The National Reading Panel states that, “Fluency is one of several critical factors necessary for reading comprehension. Despite its importance as a component of skilled reading, fluency is often neglected in the classroom.”

Developmental Continuum

Comprehension is .......

Vocabulary

Accuracy

Rate

Prosody

• Understanding and gaining meaning from the text... the purpose of reading

“If one can recognize the words and knows the meanings of the words, but does not understand

what the text is conveying,

the reading is not successful.”

- Fundamentals of Literacy Instruction and Assessment

1. Explicit instruction with modeling

2. Systematic instruction with scaffolding

3. Frequent Opportunities for practice

4. Immediate corrective feedback

5. Ongoing progress monitoring

What does the research say?

The Literacy Link

www.theliteracylink.net

Developmental Continuum

K-3 Strategies

~Activating background knowledge/

Making connections

~Creating Mental Images

~Making Inferences

~Questioning

~Retelling/Summarizing

~Monitoring, Clarifying, and Fixing up

Vocabulary

Concept Development

Background language

Academic language

Genre

Text structure

Comprehension skills

Comprehension strategies

What does

Comprehension Instruction look like for YOUR students??

What does the research say?

Jessica Garrison Ed.D. & Melanie Kaibel

CONTINUUM OF INSTRUCTION