Essentials of Effective Reading Instruction By Emily Binks ...

[Pages:25]Literacy Essentials of Effective Reading Instruction

By Emily Binks Cantrell, Ph. D.

Introduction

Welcome to Essentials of Effective Reading Instruction. My name is Emily Cantrell. In 1999 Luisa Motes akin the teaching of reading to rocket science. After completing this module, maybe you will have a better idea of exactly what she meant by this analogy.

Slide 1 - .20 seconds

This module will address the importance of the alphabetic principle to reading English, the elements of the alphabetic principle, and instruction that helps children understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways. It will also cover the importance of word analysis and decoding to reading and how to provide many opportunities for students to improve their word analysis and decoding abilities. A focus will be the relationship of phonemic and morphemic systems of language to the reading process. Advanced decoding and spelling skills based on graphophonemic knowledge and morphology will be emphasized due to the lack of teacher preparation in this area despite the repeated emphasis of its importance in recent research. This information will be applicable and useful to teachers in the entire EC-6 range, as advanced readers/spellers will be ready for this information at the EC level and struggling readers/spellers will be ready for this information at the 6th grade level.

Slide 2 ? 1:29

Ultimately, the purpose of this module, to better prepare you to effectively teach both beginning and struggling readers how to read and develop essential reading skills.

Slide 3 ? 1:47

Let's begin with an important key to this presentation. The most influential factore on a student's achievement, or lack thereof, is....

Class size? Curriculum? The student's socio-economic background? The amount of parental support? The educational administration? The amount of funding that the school receives? No, it's none of these things. The most influential factor on a student's achievement, or lack thereof, is you, The Teacher! The teacher's influence on student achievement is 20 times greater than any other variable. Evidence shows clearly what most people know intuitively; teachers matter more to learning than anything else inside a school.

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Slide 4 ? 2:48

Let's begin with a quiz. Although this is not for a grade, it serves as a way for you to access your background knowledge regarding some of the topics we will discuss today. Take a minute to pause this presentation and write down your answers or guesses to these questions before looking ahead.

Number 1 ? Without counting, write down the number of letters in the alphabet. Number 2 ? How many sounds do those letters represent? Number 3 ? Write the letters that can act as vowels. Number 4 ? Write six letters that are consonants that represent more than one sound. Number 5 ? Write letters that are never or rarely found in final position.

Slide 5 ? 3:43

Probably many of you knew there are 26 letters in the alphabet, but did you know those letters or combinations of those letters are used to represent the 40-45 different sounds of the English language? Almost everyone knows that a, e, I, o, and u are vowels, but don't forget that in some cases, w and y can be vowels as well. I imagine that many of you immediately thought of c and g as two consonants that commonly represent more than one sound ? c can make its hard sound /k/ or soft sound /s/ and g can make its hard sound /g/ or soft sound /j/. Did you know n commonly represents more than one sound? There's the /n/ that we hear in nose and cent, but listen to the sound n makes in bank and sink. When n comes before a k, it makes the /ng/ sound, which is slightly different. Most people associate the letter s with the /s/ sound, but s also commonly represents the /z/ sound when it comes after a voiced sound as in as, is, his, has, does, and was, as well as rubs, hands, eggs, fills, runs, hers, weaves, boys, etc. X says /ks/ when it appears in the medial or final position of a word as in exit and box; but it says /z/ in the initial position as in xylophone. Y represents its consonant sound /y/ in the initial position of a word, such as yellow, but can act as a vowel in the medial or final position of a word like fly or happy. And you'll be hard pressed to find an English word that ends with j, q, or v ? in fact, that's why words like have, give, and love end with a ?ve instead of just a v.

Slide 6 ? 6:09

Teaching the alphabet to students, including the letter names, shapes, and sounds, is an important first step to building foundational literacy skills. Many teachers will do this by teaching a letter of the week, starting with a the first week, b the second week, c the third week, and so on. But is this really the most effective way to introduce the letters and their sounds? Research tells us no. Instead, it's more effective to introduce the most commonly occurring letters first, followed by the less frequently occurring letters. Further, some letters may take less than a week to introduce and master and some letters may take more than a week to introduce and master ? so the amount of time spent on a letter will vary by how difficult it is to conceptualize. Also, note that in the order on the screen, potentially confusing letters such as n and m or p, d, and b have been purposely spaced apart.

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Slide 7 ? 7:17 An effective way to teach many skills, including literacy skills, is through multisensory instruction. Multisensory simply means that you incorporate multiple senses (hearing, seeing, feeling, moving) into the learning process. Although we can categorize students as visual learners or auditory learners or kinesthetic learners, research tells us that ALL students learn BEST when MULTIPLE senses are incorporated, regardless of their dominate or preferred learning style. Let's look at how multisensory instruction can be used to teacher letter-sound correspondences. First, students should review previously learned letter-sounds with a reading deck. Slide 8 ? 8:08 Keyword cards provide students a visual to go along with the auditory. Help students remember lettersounds with keywords. Say letter name, I, then keyword, itch, then letter-sound /i/. I, itch, /i/. Slide 9 ? 8:31 T, table, /t/ Slide 10 ? 8:35 P, pig, /p/ Slide 11 ? 8:43 N, nest, /n/ Slide 12 ? 8:48 Then change the order. P, pig, /p/ Slide 13 ? 8:52 I, itch, /i/ Slide 14 ? 8:56 T, table, /t/ Slide 15 ? 8:59 N, nest, /n/

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Slide 16 ? 9:04

Next, comes the auditory discovery of the new letter-sound. Listen to each word I say and repeat each word after me. Sat, sack, summer, September. What sound is the same in all of the words? Yes, the /s/ sound.

Slide 17 ? 9:31

Then, comes the visual discovery of the new letter-sound. Print each word on the board, reading the word aloud as you do: sat, sack, summer, September. What letter is the same in all of the words? Yes, the letter `s' is used to represent the /s/ sound.

Slide 18 - 10:00

Now you have a new reading deck card to use.

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The /s/ sound is made by the letter `s'. A keyword that will help you remember that sound is sock. Let's put it all together.....S, sock, /s/

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Now the students can practice reading words containing the letter sounds they have learned up until this point.

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The students have learned the letter sounds i, t, p, n and s. Note that for the letter i they have learned the short vowel sound only. Using these letter sounds, the words that appear on the screen can be formed.

Slide 22 ? 10:54

Students need a procedure for blending the letter sounds together to read a word. The students should ask the students to first identify the vowel sound in a word. The vowel sound in this word is /i/. Then the teacher should ask the students what's the first letter in the word? The letter is s. What sound does the letter s make? /s/. Now the students should blend those two sounds together. /s/, /i/. Next the teacher should ask the students to identify the last or final letter in the word. The letter is p. What sound does the letter p make? /p/. Now the students should blend the final sound to the first sounds. /s/, /i/, /p/, sip.

Slide 23 ? 11:53

Next, the teacher can create a Reading Word Deck card for the students to review. The teacher should ask the students to spell the word that they have just read. The first letter is s, /s/, the second letter is I, /i/, and the third letter is p, /p/. Together we have sip. This reinforces authentic reading as well as

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spelling and writing. Note that Reading Word Deck cards have been found very effective for increasing a student's decoding ability according to research. The green card indicates that this is a regular word for reading so students should go ahead and sound out the word based on the regular reading patterns and letter, sound correspondences that they have learned.

Slide 24 ? 13:04

Letter tiles can also be used to reinforce letter names as well as letter sounds. The teacher might ask the students to find the letter m. The students repeat back, m and move the m letter tile. Next, the teacher might ask the students to find the letter p. The students repeat back p and move the letter tile. Then the teacher might ask the students to find the letter i. The students repeat back letter i and move the i letter tile. To reinforce letter sounds, a teacher could use utilize a similar procedure except calling out letter sounds instead of letter names. For instance, the teacher might say, find the letter that makes the /m/ sound. The student's repeat back /m/ and move the letter m. Find the letter that makes the /p/ sound? Students echo back and move the letter tile p. Find the letter tile that makes the /i/ sound. Students echo back /i/ and move the letter tile i.

Slide 25 ? 14:24

Letter tiles can also be used to help students connect their phonemic awareness where their learning letter sound correspondences and how this applies to spelling words. The teacher would ask the students to first find the letters that spell the word at. Next, the teacher asks the students to add the letter that says /s/. Now, read that word, /s/, /a/, /t/, sat. Next, the teacher asks the students to change the /s/ to /p/. Now read that word. /p/, /a/, /t/, pat. Next, the teacher asks the students to change the /t/ to /n/. Now, read that word. /p/, /a/, /n/, pan. Finally, the teacher might ask the students to change the /a/ to an /i/. Now, read that word. /p/, /i/, /n/, pin.

Slide 26 ? 15:34

Here's another fun way to reinforce reading and spelling with letter sound correspondence. Did you know that you can turn a cat into a dog? Here's how. You begin with cat. Change the a to an o and you get cot. Change the t to a g and you get cog. Change the c to a d and you get dog. In three steps you turned a cat into a dog.

Slide 27 ? 16:11

Let's try some other ones. Can you turn a pin into a bat? See if you can turn a pin into a bat in 3 steps.

Slide 28 ? 16:31

You may have gone from pin to pit to bit to bat. Or you may have chosen another route which is pin to pan to pat to bat. Either way is acceptable but with a game like this tends to do is to utilize their knowledge of letter sound correspondence to reach the end goal.

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Slide 29 ? 16:56

Let's try one more. Can you turn a box into a leg? See if you can change one letter at a time to see if you can change a box into a leg.

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You may have gone from box to bog to beg to leg. Or from box to lox to log to leg.

Slide 31 ? 17:23

Remember earlier in the alphabet quiz we said that the English language contains 40-45 sounds. Typically in our classrooms when practicing phonemic awareness we emphasize 44 different sounds within the English language. We represent this 44 different sounds with the 26 letters of the English language. Of those 26 letters, 15 letters have one common sound. However, 11 of those letters commonly represent at least more than one sound. Commonly, vowels, which have both, a long and short sound as well as c, g, n, s, x and y which we discussed earlier in the alphabet quiz. How do students know how to decode these letters that commonly represent more than one sound?

Slide 32 ? 18:23

How do students know if they should decode a c as a /k/ or /s/ sound? Take a look at these words and see if you can notice a pattern for when c says /k/ or /s/. You may have noticed that c makes the hard sound /k/ before a, o, u or any consonant. If c comes before e, i, or y, it make a soft sound. This is a regular pattern for decoding the letter c.

Slide 33 ? 19:07

What about g? Very similar to the letter c. G makes its hard sound /g/ before a, o, u or any consonant such as in gate, got, gum or glad and g makes its soft sound /j/, before e, i, or y such as in gem, giant, or gypsy. Of course there is a common exception to this pattern in the site word get. However, the majority of the time when a g becomes before e, it will make the soft sound /j/

Slide 34 ? 19:54

What about the letter n? Remember earlier we said the letter n could be coded as /n/ or /ng/. Do you notice the pattern? N says the /n/ sound in the initial or final position and usually in the medial position as well. However, if n comes before a letter that is pronounced with the /k/ or /g/ sound, n will say /ng/ such as in sink or bank or finger.

Slide 35 ? 20:34

And what about the letter s? When do students know if they should decode s as a /s/ or /z/ sound? S represents the /s/ sound like sock, last, rocks, naps and pits. In the initial or medial position of a word, s says /s/ or if s comes after an unvoiced sound in the final position, it also says /s/. However, if s comes in the final position after a voiced sound, s sounds like /z/ sound such as in pins, seems and hills.

? 2013 The Texas A&M System/PACT ? All rights reserved

Slide 36 ? 21:26

Now what about the letter X. How do students know if they should decode the letter X as /z/ or /ks/? I talked about this briefly earlier. Remember that X is decoded as /z/ when it comes in the initial position of the word. Otherwise in the medial or final position, X says /ks/.

Slide 37 ? 21:55

Let's look at the letter Y. Y will say its consonant sound /y/, in the initial position such as yes, yogurt and yellow. Y will represent the sound I when it comes in the final position of an accented syllable such as fly, supply and reply. When Y comes in the final position of an unaccented syllable, it says /e/ such as in penny, candy and happy.

Slide 38 ? 22:40

Now what is an accent? In words that contain more than one syllable, we will say one of those syllables with an accent meaning that we place more emphasis on that syllable. We say it louder and our mouth opens wider. In most English words, the accent is placed on the first syllable but occasionally it will come on the medial or final syllable such as in the word reply. To determine where the accent falls, listen to how you say the word and think about in which syllable your mouth opens wider and your voice is louder.

Slide 39 ? 23:24

We use an accent mark to show accent when students are learning to decode. Again, the mouth opens wider. The voice is louder and higher. Note that all one-syllable words are accented.

Slide 40 ? 23:45

Now there's another way we can represent the different 44 sounds of the English language. Sometimes we use more than one letter to represent one sound. Such as with the sh, the th and the ch. Some letter clusters such as the sh make one reliable sound /sh/. Other letter clusters such as the th and the ch can commonly represent multiple sounds. For instance, the th can make the sound /th/ as in thin or /th/ as in mother. The ch can commonly represent /ch/ sound as in cheese, the /k/ sound as in choir or the /sh/ sound as in chandelier. This is dependent upon the origin of the word. Words that originate from Anglo Saxon roots make the ch sound. Words that originate from Latin roots make the /k/ sound. Excuse me, Greek words make the /k/ sound such as choir. Words that originate from the Latin roots, mainly the French make the /sh/ sound like chandelier, champagne, chauffeur and so on.

Slide 41 ? 25:16

So these letter clusters can be two letters, 3 letters or even 4 letters. When 2 letters are used to represent one sound we call those diagraphs. Di meaning 2, graphs meaning writing 2 letters for one sound. Some common consonant digraphs include sh, ch, th, ph and wh. Those are two letters that represent

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one sound. We can also have vowel diagraphs such as ea, ee, ei, ae, ai, ou and so on in which 2 vowels are used to represent one sound. We'll talk more about this later. Other times, 3 letters can be used to represent one sound. These are called trigraphs. Tri meaning 3 graph meaning writing such as the igh for the I sound, or the tch for the /ch/ sound or the dge for the /j/ sound. Other times we even have 4 letters that represent one sound such as the eigh to represent the sound /a/. Quadrigraph means 4 letters for one sound.

Slide 42 ? 26:36

So let's connect sounds to symbols. Count the number of graphemes in the words that you see here. Graphemes are the letter or letters that are used to represent each sound within a word. Because we have diagraphs and trigraphs and guadrigraphs, the number of letters is not always the same as the number of graphemes in a word. For instance, let's look at the word "crib". The word crib contains 4 letters. It also contains 4 graphemes because each one of those letters is used to represent each one of those sounds. The c represents the /c/ sound, the r represents the /r/ sound, the I represents the /i/ sound and the b represents the /b/ sound. However, let's look at the word "sick". Sick contains 4 letters but how many graphemes are in the word sick? The letter s represents the /s/ sound and the letter I represents the /i/ sound and together the ck make the /k/ sound so there are only 3 graphemes in the word sick; the s, the I and the ck. It's important that students are able to recognize that sometimes 2 or 3 or 4 letters together represent only one sound. So students need to be able to distinguish letters from graphemes. See if you can figure out the number of graphemes in each word on this slide. Pause this presentation and come back to it once you have written down the number of graphemes for each word. Let's look at the word "played". Played has 4 graphemes. The p for the /p/ sound, the l for the /l/ sound the ay for the /a/ sound and the ed for the /d/ sound. /p/, /l/, /a/, /d/, played. Sheet has 3 graphemes. The sh for the /sh/ sound, the ee for the /e/ sound and the t for the /t/ sound. /sh/, /e/, /t/, sheet. Now let's look at the word "tax". Tax is a tricky one. Tax has 4 phonemes, /t/, /a/, /k/, /s/ but only 3 graphemes. The letter x is the only letter, or the only grapheme that actually represents 2 different phonemes or sounds. So the graphemes in tax are the t for the /t/, the a for the /a/ and the x that represents both the /k/ and the /s/. What about the word "thread". Thread contains 4 graphemes. Th for the /th/ sound, the r for the /r/ sound, the ea for the /e/ sound and the d for the /d/ sound. And finally, the word out. Out contains 2 graphemes for the 2 phonemes that you hear. Ou for the /ow/ sound and t for the /t/ sound.

Slide 43 ? 30:12

Let's review some best practices when it comes to teaching sound-symbol correspondence when it comes to teaching the English language. Again, it's important to use a multisensory approach. Incorporate as many visual, auditory and kinesthetic learning opportunities as possible into your instruction and the student practice for sound-symbol correspondence. Also, it's important to be direct, explicit and systematic in your teaching of sound-symbol correspondence. Direct and explicit mean that you directly state what the pattern is and explicit shows students how to apply that in their reading. Systematic means there is a certain order or sequence for which you should introduce sound symbol

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