If you print it, will they read? Aligning standards, curriculum and - - PowerPoint PPT Presentation
If you print it, will they read? Aligning standards, curriculum and reading materials to ensure success Dr. Stephanie Al Otaiba Florida State University and the Florida Center for Reading Research salotaiba@fcrr.org August 24, 2011 2011 Global
If you print it, will they read? Aligning standards, curriculum and reading materials to ensure success
Florida State University and the Florida Center for Reading Research salotaiba@fcrr.org
August 24, 2011
2011 Global Education Workshop: From Evidence to Action
Three Big Ideas about aligning standards, curriculum and reading materials to maximize successful early grade reading performance
development
comprehensive reading “core” curriculum program that is explicit and systematic to support instruction in code-focused and meaning focused instruction.
– For each early grade level, the core covers five essential components: phonological, phonics, fluency, vocabulary, and comprehension – The core provides directions or guidance for teachers in how to teach these skills so students can master them – The core provides instructional activities and texts that move in a sequential fashion from easiest to most difficult to support the end of grade goals. – The core also incorporates cumulative review and practice
must be designed to align with and support these grade-level standards.
Rhyming & Initial Sound Identification Sentence Segmenting Syllable Blending & Segmenting Onset-Rime Blending & Segmenting Phoneme Blending & Segmenting
Sample sequence from easy to difficult
Recognize letter names and sounds “Read” symbols like 7-up Blend simple CVC words like mat Read simple high frequency words Read simple sentences and stories Read chunks
Recognize more high frequency words by sight Decode more difficult phonics patterns Decode multi-syllable words Read with expression
Levels of Alphabetic Skills
Sample sequence from easy to difficult
Sample Standards for Early Grade Reading that Connect with EGRA: Building a Road Map (“Scope and Sequence”) Examples from Learning to Read: “By the end of Year 1… the pupil will”
spoken words and sounds. – Given a word, the student will
will understand the relationship between spoken words and sounds – Given a letter, the student will name the letter (or character or symbol) – Given a word “cat,” “gato,” “طق“, the student will say each sound and correctly read the word. – Given a word, the student will recognize the root and ending to read the word (e.g., “run” “ing” )
Sample Standards and Goals for Early Grade Reading that Connect with EGRA: Building a Road Map (“Scope and Sequence”) Examples from Learning to Read: “By the end of Year 1… the pupil will”
fluently read familiar grade level words in lists or text. – When shown a letter (or word) the student will name the letter in 3 seconds. – When shown an EGRA word list, the student will read ___ words in 1 min. – When shown an EGRA passage, the student will read ___ words in 1 min. and will answer ___ out of ___ comprehension questions correctly.
What are the key elements of an effective core reading curricular programs?
essential components of reading instruction (e.g., phonological, phonics, fluency, vocabulary, and comprehension) integrated into a coherent instructional design.
time, ensuring a protected, uninterrupted block of time for reading instruction of at least 90 minutes per day.
student needs and measuring progress.
ensuring that teachers have the skills and support necessary to effectively implement the program.
What do we look for in a coherent design?
– Materials and relationships (e.g., letters and sounds or spelling and decoding) are directly taught to ensure pupils master the standards and goals. – For example, if the standard indicates students should read 40 words by the end
words.
– A program has a coordinated instructional sequence when skills are taught and practiced in a logical, coherent way move from easiest to most difficult. – For example, pupils are taught to read words correctly before they are expected taught to read them fluently and automatically. (Carnine, Siebert, Kameenui, & Carver, 2004)
– Pupils have structured opportunities to apply what they have been taught in order to accomplish specific reading tasks such as accurately pronouncing words in text, or constructing the meaning of a text. – Practice should follow in a logical relationship with what has just been taught in the program.
– Materials should work coherently with classroom instruction to reinforce the acquisition of specific skills in reading. – If children are taught specific letter-sound relationships, they should have the
– Instruction should support the kind of reading practice children are assigned. – If children are taught specific vocabulary words, they should have the opportunity to read materials containing those words, or be asked to write compositions that apply those words in sentences or paragraphs. (Carnine, Siebert, Kameenui, & Carver, 2004)
Guiding questions for reviewing core curriculum
present to meet the standards?
easiest to difficult)?
workbooks) aligned to provide adequate practice of the taught skills and to provide cumulative review?
http://oregonreadingfirst.uoregon.edu/downloads/instruction/c urriculum_review/core_review/oc2002_core_review.pdf
Tools for designing or adapting additional effective Early Grade Reading Materials suitable for the learning to read stage of instruction
– By the end of week 6, the student will sound out familiar short words with 95% accuracy within 3 seconds.
language of instruction, if different)
– teach most common words (common to background knowledge that are also highly frequent in early grade reading texts)
– format: model, guided, independent practice – My turn, let’s do it together, your turn or – I do it, we do it, you do it
(Carnine, Siebert, Kameenui, & Carver, 2004)
– Are sounds or words common in mother tongue and written
– Capitalize on cognates if possible (e.g., leon in spanish and lion in english; camisa in english and صيمق in arabic) – Consider dual language texts with lots of pictures to help with transfer – Consider some wordless picture books
– easy before difficult, in English, we teach the most common sound spellings that follow the rules first (cat before circus)
– pacing, individual responses, group, whole group/unison
Rhyming & Initial Sound Identification Sentence Segmenting Syllable Blending & Segmenting Onset-Rime Blending & Segmenting Phoneme Blending & Segmenting
Stick to same sequence from easy to difficult from the curriculum
FCRR K-5 Center activities
www.fcrr.org
In Arabic, FCRR curricular materials have been developed by Dr. Nadia Jameel Taibah King Abdulaziz University (KAU) nadiataibah@gmail.com
Recognize letter names and sounds “Read” symbols like 7-up Blend simple CVC words like mat Read simple high frequency words Read simple sentences and stories Read chunks
Recognize more high frequency words by sight Decode more difficult phonics patterns Decode multi-syllable words Read with expression
Levels of Alphabetic Skills
Peer-Assisted Learning Strategies (PALS) Adaptation as Tutor-Assisted Learning Strategies (TAILS)
Letter-sound instruction “What sound?”
Al Otaiba et al., 2006; Fuchs et al., 2001
First grade decoding instruction
“Sound it out” and “Say it fast”
What kind of reading materials help children crack the code?
Other examples of “low tech” or reproducible books and materials that support code-focused instruction
– Starfall – Bob Books – Primary Phonics – Open court
languages
– Peer Assisted Learning Strategies – Sound Partners – Tutor Assisted Intensive Learning Strategies
Online books
http://www.starfall.com/n/N- info/onlinebooks.htm?n=downloadcenter
salotaiba@fcrr.org