1. Literacy Paraprofessional Training Module Arkansas Department of Education Special Education Unit

2. Why do students need to learn how to read?

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4. Task Force • Cindy O’Riley, Coordinator Arkansas Personnel Development, ADE, SEU • Ann Addison, Paraprofessional, Sheridan School District • Donna Alliston, Professional Development Coordinator,AR Dept. of Health and Human Services,Division of Child Care and Early Childhood Education • Mary Calloway, School Improvement Supervisor, ADE • Melanie Crider, Paraprofessional, Clinton School District • Karen Massey, Early Childhood Coordinator, SWAEC/EC • Lisa Oden, Instructor, SAU-Tech • Rhonda Saunders, SEA, Early Childhood, ADE, SEU • Debbie White, Teacher, Cabot School District • Diane Stockman, Teacher, Cabot School District • Dale Ball, Special Education Supervisor, Newport School District • Joyce Sullivan, Special Education Supervisor, Beebe School District • Chenell Loudermill, Speech/Language Pathologist, Little Rock School District • Jana Breyer, Paraprofessional, Sheridan School District • Lisa Haley, Coordinator, SIG Literacy • Rose Mary Burks, Consultant,SIG Literacy • Susan Friberg, Consultant, SIG Literacy

5. PRE-TEST • CIRCLE PRE-TEST • PRINT NAME • COMPLETE TEST • SCORE TEST(facilitator) • WRITE SCORE AT THE TOP

6. Goals of Literacy Module • Gain an awareness and understanding of Arkansas initiatives and the frameworks. • Understand the role of the five essential elements of literacy. • Understand how to apply systematic and direct practice to assist students in acquiring literacy skills. • Apply instructional techniques and content that will reinforce effective reading instruction.

7. Research Findings In Literacy • Five Essential Elements of Reading • Phonemic Awareness • Phonics • Fluency • Comprehension • Vocabulary

8. English Language Arts Frameworks • Standards • Oral and Visual Communications • Writing • Reading • Inquiring/Researching

9. Arkansas Literacy Initiative • Pre K Ella 3 and 4 year olds • Ella K-1 • Elf 2-4 • Smart Start K-4 • Smart Step 5-8 content strategies • Literacy Lab 5-8 English Language Arts • Next Step 9-12 content strategies

10. Pre K Ella • Professional development for early childhood educators • Provides a literacy foundation for young children • Standards based as related to the Arkansas Early Childhood Education Frameworks

11. The Reading Process Phonemic Awareness Word Study (Spelling/Phonics Development) Vocabulary Comprehension Reading Fluency Writing Development Assessment Flexible Grouping ELLA K-1Effective Literacy 2-4

12. Smart Start • A comprehensive plan for student achievement, • that includes: • 1. Standards – the frameworks • 2. Professional Development • 3. Student Assessment • 4. Accountability

13. Literacy Lab • Strategic Reading with Comprehension • Instruction • Writing Instruction • Vocabulary Instruction • Word Study • Assessment • Grades 5-8

14. Smart Step/Next Step • Constructive Meaning • Building Comprehension • Interactive Learning • Analyzing to Understand • Writing to Learn • Grades 5-12

15. Five Essential Elements of Reading • 1. Phonemic Awareness • 2. Phonics • 3. Fluency • 4. Vocabulary • 5. Comprehension

16. Phonological Awareness Onset Rimes Phonemes “Phonemic Awareness” Rhymes Sentences Words Syllables

17. Components of Phonological Awareness • Rhyming • Identify and producing words that sound the same. • Simple oral activities: • Do these words rhyme? • Tell me a word that rhymes with _

18. Components of Phonological Awarenesscontinued • Segmentation • Breaking whole words into individual sounds or • word parts.

19. Components of Phonological Awarenesscontinued • Onset and Rime • Onsets and rimes are parts of spoken language that • are smaller than syllables but larger than phonemes. • Onset – initial consonant sound of a syllable • Rime – vowel and all that follows

20. Components of Phonological Awarenesscontinued • Isolation/Grapheme Identification • Identification of one phoneme by position in a word, • the knowledge of sound symbol correspondence.

21. Components of Phonological Awarenesscontinued • Deletion • Manipulation of root words, syllables, and • phonemes in a word.

22. Components of Phonological Awarenesscontinued • Substitution • To isolate a phoneme in a word, then • change it to another phoneme forming a • new word

23. Components of Phonological Awarenesscontinued • Blending • Combining individual phonemes to form • words.

24. Components of Phonological Awarenesscontinued • Decoding • Generalizing knowledge of sound/symbol • correspondences and blending sounds into • unknown words.

25. Phonemic Awareness • The ability to notice, • think about, and work • with the individual • sounds (phonemes) in • spoken words.

26. The Speech Sounds of English • Handout 1 - Vowel Chart • Video • Moats 2003

27. BREAK • 10 Minute Break

28. Activity 1 • Spin the Web • Reinforcement of Phonemic Awareness • Handout 2 – word cards

29. Phonics • Phonics is the understanding that there is a • predictable relationship between phonemes, • (sounds of spoken language) and graphemes, • (the letters and spellings that represent those • sounds in written language).

30. Phonics Instruction • Teaches students to connect letters or written • language with the individual sounds they make • when spoken. • Teaches students how to use letter-sound • relationships to read or write words.

31. Activity 2 • Word Wheel • Reinforcement of Phonics • Handout 3 and 3a

32. Fluency • The ability to read a sentence, • paragraph, or any text accurately and • quickly. • Reading with speed, accuracy, and • proper expression; not hurried reading.

33. Factors Related to Sustaining Fluency and Phrasing • Recognizing and solving words in a quick, • automatic way. • Recognizing phrase units. • Being aware of and using punctuation. • Activating and using background knowledge.

34. Factors Related to Sustaining Fluency and Phrasing(continued) • Understanding and using the organizational structure • of the text. • Using meaning and language structure to monitor • reading (making sure reading makes sense and • sounds right). • Predicting at the word, phrase, and text level.

35. Fluency Instruction • Methods to practice fluency: • Adult-Student share reading • Choral/Echo Reading • Taped Reading • Paired Reading

36. Activity 3 • The Great Depression • Reinforcement of Fluency • Handout 4 and 4a

37. Sight Words • Words that are read fluently and • automatically at first sight.

38. Vocabulary • Understanding what words mean by • themselves and in sentences. • Understanding word meanings to read • with fluency and comprehension.

39. Vocabulary Instruction • The act of teaching vocabulary prior to • introducing a passage or text to students. • 1. Pre-read selected reading material • 2. Consider vocabulary that needs to be • introduced to students • 3. Teach vocabulary before student reads text

40. Activity 4 • Idioms • Reinforcement for Vocabulary • Handout 5 and 5a

41. Comprehension • The Reason for Reading • Understanding what sentences, paragraphs, and stories are trying to tell us. • Making sense of what we hear and read. • Understanding what has been read.

42. Strategies in Development of Comprehension • Prediction – asking students to tell what • they think will happen. • Apply background knowledge – asking • students to tell what they know about a • topic. • Retell – asking students to retell in his/her own • words what they have just read.

43. Comprehension Instruction • Active Thinking • Students think about what the words mean • and picture them in their minds.

44. Activity 5 • Reinforcement for • Comprehension • Handout 6

45. What Struggling Readers Need • Targeted Intervention • Explicit instruction • Systematic instruction (in order) • More time on task • More practice

46. Screening DIBELS DRA Diagnostic Assessments Benchmarks IOWA Assessment System

47. DIBELS • Dynamic Indicators of Basic Early Literacy • Skills • DIBELS Measures • Phonemic Segmentation Fluency • Letter Naming Fluency • Nonsense Word Fluency • Word Use Fluency • Oral Reading Fluency

48. DRADevelopmental Reading Assessment • Used in K-3 Classrooms • Literature Based Instructional Reading • Program • A set of 20 stories that increase in difficulty

49. Diagnostic Assessments • Benchmark Assessment – Arkansas • criterion-referenced test of literacy and • math that is aligned to frameworks. • Iowa Test of Basic Skills – Norm – referenced • Test of reading comprehension and math • problem solving.

50. Connections • “Good readers rely on background knowledge to help them make sense of text. Ignoring existing prior knowledge puts readers at a great disadvantage. It is vital that students make connections when they read. It’s up to teachers to show them how.” - Chris Tovani from • I Read It, But I Don’t Get It