WELCOME TO Hawthorn Academy’s READING RODEO Help your students learn how to ROPE their C.A.F. – Comprehension, Accuracy and Fluency.
Helping All Students Achieve Reading Success “virtually every child can be a successful reader with good instruction and appropriate interventions…” Darrell Morris and Robert Slavin, Every Child Reading, pg.vii
Love to read • Teacher 7 yrs, kids couldn’t read, back to school for Masters Degree, tutored, taught teachers, love kids • Many parents have come to me for help • Hope I can help in return • Parents ARE children’s first BEST teachers With right tools, we can help all children achieve success.
Why we are here tonight: • Celebrate the power of Reading! • Want to help move student’s reading level up • Worried about a child’s reading • Want to know how to help • Want to be empowered to know how to be child’s best advocate
Outline: • Successful, Competent Readers • The Big Five: Methods of Instruction for Reading Success • What Reading Consists Of • Level-Appropriate Reading Materials • What Parents Can Do • Tutoring Lessons
Why Kids need to be successful, competent readers: • Increasingly complex, technological and literate society • Most higher paid jobs require strong, flexible readers, writers and thinkers • Need good self-esteem from being successful at school to be motivated to learn GOOD NEWS: 40-50% Natural Readers 30-40% Teachable Readers 10-20% Tutorable Readers 1-2% True Dyslexics
Research has found that successful, competent readers are: • Purposeful and Active • Accurate – decode words effortlessly and automatically at appropriate level • Fluent – good oral reading rate, uses phrasing, sounds natural at appropriate level • Comprehend at appropriate level • Metacognitive – use a variety of flexible, connected reading comprehension strategies (plans) Before, During and After reading to process text, think about and have control over their reading. • Engaged and Motivated
What is reliable research? • Empirical • Peer-reviewed • Replicatable National Reading Panel: 10 yrs of research found that: “Too many children struggle with learning to read. As many teachers and parents will attest, reading failure has exacted a tremendous long-term consequence for children’s developing self-confidence and motivation to learn, as well as for their later school performance.” “…an extensive knowledge base now exists to show us the skills children must learn in order to read well. “
What does research say our children need to learn in order to be good readers?
The Big Five: NRP has identified methods in reading instruction that consistently relate to reading success: • Phonemic Awareness • Phonics • Fluency • Vocabulary • Text comprehension Download Parent Guide (Put Reading First: Helping Your Child Learn to Read) and Teacher Guide (Put Reading First: The Research Building Blocks for Teaching Children to Read) @ www.nationalreadingpanel.org or www.hawthornacademy.org. The State Office of Education incorporates these into the Language Arts Core Curriculum – see www.usoe.k12.ut.us.
What does reading consist of? • Decoding & Comprehension • Developmental (four stages) Requires us to be: • Active and Strategic: Need to know Why, How, What, and When we read.
Benchmarks for StudentsWhy We Read Our Purpose: • Reader Determined • Teacher Determined • Author Determined Helps readers determine what is important, what they need to look for and remember, etc.
How We Read Must have: • Comprehension– can retell main parts of story, determine important information, summarize, use comprehension reading strategies flexibly • Fluency – see Text Level Correspondences and Fluency Criteria chart for recommended oral reading rates for grade and text level • Accuracy – misses no more than 1 out of 20 words at independent level and no more than 1 out of 10 for instructional level *These three things help “Rope CAF’s”
What We Read Must be: • An appropriate text level: • Independent- relatively easy text for the reader, with no more than approximately 1 in 20 words difficult for the reader (95% success) • Instructional - challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader (90% success) • Frustrational- Difficult text for the reader, with more than 1 in 10 words difficult for the reader (less than 90% success) – NEVER have student read here • Reading a mix of narrative and informational/expository materials • *Quick Test: To check whether text is an appropriate level match, time student for one minute on a page of text and see how many words they can read (words per minute -wpm) and keep track of mistakes. If making too many mistakes and not meeting oral reading recommendations for that level (wpm), move down a level or two.
Excerpt from Twister on Tuesday, by Mary Pope Osborne pgs. 3-4; Level N or 3.0 Jack opened his eyes. Sunlight streamed through his window. 9 “Tuesday!” he whispered. Morgan’s note had told him and Annie to come 21 back to the magic tree house on Tuesday. He could hardly wait to find out where 37 she was sending them today! 42 Jack scrambled out of bed. He threw on his clothes. He packed his 55 notebook and pencil into his backpack. Then he headed into the hall. 67 Jack bumped into Annie. She was dressed in jeans and a T-shirt. 79 “Tuesday!” they both whispered. 83 Together, they hurried down the stairs. 89 “Mom, Dad, we’re going out for a few minutes!” Jack shouted. 100 “Don’t you want breakfast first?” his dad called from the kitchen. 111 “When we get back!” said Annie. 117 They rushed out the front door. They ran down their street in the bright summer sunlight. 133 A warm wind gently shook the trees as Jack and Annie headed into the 147 Frog Creek woods. Soon they came to the tallest tree in the woods. The magic 162 tree house waited for them in the high branches. Jack and Annie grabbed the 177 rope ladder and climbed up. 182
What We Read continued… Narrative Text Structure Informational Text Structure Features (Picture Books, Beginner, Chapter) Organizational Patterns Graphic Organizer (Story Map) Features (Book level, Chapter level) Organizational Patterns and Key Words Graphic Organizers (Several – Depends on Pattern)
When We Are Reading (Use Strategies Before, During and After) Vocabulary Strategies: Indirect and Direct Learning Comprehension Strategies: Eight Great Strategies • Monitoring Comprehension • Using Graphic and Semantic Organizers • Answering Questions • Generating Questions • Recognizing Story Structure • Summarizing • *Making Use of Prior Knowledge • *Using Mental Imagery *These have support from research; not as much as the above six. Utah State Office of Education Core Curriculum uses these same strategies but some have different names and some are broken down into more user-friendly parts.
Teach Comprehension Strategies Using Explicit, Direct Instruction Effective comprehension strategy instruction is explicit, or direct. In explicit instruction, parents and teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include: • direct explanation (the parent/teacher explains to student why the strategy helps comprehension and when to apply the strategy), • parent/teacher modeling (the parent/teacher models, or demonstrates, how to apply the strategy, usually by “thinking aloud” while reading the text that the students are using), • guided practice (the parent/teacher guides and assists student as s/he learns how and when to apply the strategy), and • application (the parent/teacher helps students practice the strategy until they can apply it independently).
When We Are Reading Strategies to use with different texts at different times.
How To Find Material at an Appropriate Text Level Leveled Books (not a precise science) • Accelerated Reader Website: http://www.arbookfind.com • Lexile Level Website: http://www.lexile.com • Scholastic: http://bookwizard.scholastic.com/tbw/homePage.do • U of U Reading Clinic Website: http://www.uurc.utah.edu • Salt Lake County Library System Website: http://www.slco.lib.ut.us • National Institute for Literacy: www.nifl.gov
What Parents Can Do To Help Students Learn To Read Successfully At Each Stage: See NRP, NIFL, USOE and UURC • Learning about print (pre–k) • Breaking the code (k-1) • Going for fluency (1-3) • Reading for enjoyment and to learn (3+)
Learning About Print – Pre-ReadingPreschool to KindergartenThree to Four Days a Week at Minimum Parent Tutoring Lesson Instructions: Example Lesson • Comprehension/Vocabulary:(Vocabulary and Strategy Instruction): 10 + minutes • Introduce book (I Stink) and read it (builds background knowledge and vocabulary) • Use Before, During and After Comprehension Strategies • Phonemic Awareness: (different activites): 5 minutes • Ex. Find some words in book that rhyme – come up with some • Ex. Find words/pictures that start with a sound • Phonics: (different activities): 5 minutes • Match picture sound cards (add alphabet letter 2nd) • Eat all the “__’s (ex. “B’s” if child’s name starts with it)
Breaking The Code – Levels A - EKindergarten to Mid-First GradeThree to Four Days a Week at Minimum Parent Tutoring Lesson Instructions: Goal is to provide extra reading practice support – Child does ALL the work. • Comprehension:(Vocabulary and Strategy Instruction) 10 + minutes Day One – Child Reads new book(s) – use comprehension strategies before, during, and after. • Fluency:10 + minutes Days Two through Four – Child Re-Reads • Vocabulary:(Build Background Knowledge and Comprehension): Parent Reads Daily - 5 + minutes • Phonics Instruction: – 5 minutes • Phonemic Awareness Instruction: – 5 minutes
Going for fluencyFirst grade to Third grade+Two Days a Week Minimum • Comprehension • Fluency • Vocabulary • Phonics (if needed) • Phonemic Awareness (if needed) Parent Tutoring Lesson Instructions: Goal is to provide extra reading practice support – Child does ALL the work.
Reading to Learn and For EnjoymentThird Grade to Eighth Grade+Two Days a Week Minimum • Same lesson format as Going For Fluency.
Research/Resources: (My sources) • National Reading Panel (2000) – NRP: www.nationalreadingpanel.orgThe Big Five: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension • National Institute for Literacy: www.nifl.gov/partnershipforreadingPut Reading First • National Assessment of Educational Progress, The Nation’s Report Card - NAEP: http://nces.ed.gov/nationsreportcard/ • Jordan School District - http://t4.jordandistrict.org/cbl/ • University of Utah Reading Clinic – UURC: www.uurc.utah.eduUURC has great information for parents about reading and how to help a child read • Utah State Office of Education – USOE: www.usoe.k12.ut.us http://www.schools.utah.gov/curr/main/default.htm • National Institute for Literacy: www.nifl.govA Child Becomes a Reader • Every Child Reading, Morris and Slavin
Questions? Thank You For Coming • Homework: Try a Tutoring Lesson with your child (at their level) at Parents and Pastries tomorrow morning! Help your student “rope their CAF”! • Volunteer Tutors Sign-Up: Please sign up if you are willing to tutor students who need extra reading practice – 1 hour a week. *The presentation and hand-out materials are on our website www.hawthornacademy.org so that you will be able to view and print any document you would like at your leisure.
Rotation Schedule 6:45, 7:00, 7:15 – Parents pick up your ranch hands and choose three classes to rotate to: • Phonemic Awareness – Downstairs Library • Phonics– Downstairs Computer Lab • Fluency – Upstairs Elementary Music Room • Vocabulary – Upstairs Middle School Music Room • Comprehension – Upstairs Science Room 7:30 Hit the “Waterin’ Hole for some light refreshment then hit the trail for home! Also, remember to sign up if you would like to be trained as a reading tutor. Students need your help! *Remember to come back tomorrow morning for “Parents and Pastries” and practice helping your student “rope’ their CAF”!