BENNINGTON HEIGHTSREADING WORKSHOPSherry Raffalovitch SLP

Diane Burley Literacy Teacher

November 12th 2015

SLPs in the TDSB• Reading for All

• Talking for Literacy

• KELI

• Small Groups

• Co-instruction in classrooms

• Reading Research

• Hands on Practice

• Working with kids with different profiles

Ontario Stats

15% LD

20%

80%

LD Students

Reading Disability

80%

•EQAO• The Education, Quality and Accountability Office of Ontario tests.

Grade 3 Reading 2013

68%

Here at Bennington…..

3 years ago• Students brought to team with literacy concerns• Started professional development with the grade 1 and 2

teachers

Last year• SLP guided intervention groups for 11 grade 2 students

combined with many PD sessions with the teachers• Goal to move the explicit reading instruction into the

classroom via guided reading groups

This Year:• Mrs. Burley as the literacy prep teacher and reading

instruction wizard!!

How did we learn to read?

Let’s go back in time to remember what it was like to learn to read and write!

Let’s Learn to Read!

•ð •ú •í •č

•š •э •θ •ŋ

Let’s learn to read• túθ• θiŋ• čip• šip• číp• šíp• faðэ• šú• púč

• baŋ• farðэ• stíp• hэ• búth• θinnэ• θank• šэ• fúd

Hэ čipt túθ hэts.

How did you feel?

Do we still decode as adults?

•Is•School•Teacher•Multiplicative•Antidisestablishmentarianism•Uvulopalatopharyngoplasty

Now consider this…..

What word reading strategies are taught in schools?

1. Use the picture

2. Skip a word

3. Use the context to figure the word out

What does research say about reading instruction?

• Simple View of Reading • (Decoding × Comprehension) = ReadingHoover & Gough, 1990, The Simple View of Reading, Reading and Writing, 2, 127-160

• Research has shown:• Literacy instruction is most effectively delivered in a systematic, explicit and differentiated manner

• Oral language skills are critical in the development of reading comprehension and written expression

• Phonological (phonemic) awareness skills and alphabetic knowledge are needed for decoding and encoding of words

RD C

Morphology

Phonological Memory

Phonological Awareness

Phonics

Verbal Reasoning

Pragmatics

Semantics

Syntax

Morphology

Simple View of ReadingHoover & Gough 1990

Vocabulary

Vocabulary

Simple View of Reading

ECODING

•Let’s take a closer look at the explicit skills involved in decoding

Why is learning to read in English difficult?

•26 letters

•44 sounds (phonemes)

•250 spelling patterns

Example

• The name of the letter is “ay”

• The sounds that it makes are:

Phonological Awareness is…• An understanding of the sound structure of language

• Language is made up of words, syllables, rhymes, and sounds (phonemes.)

• The oral language basis needed for students to access printed language

2 Key Skills in Phonological Awareness

•Breaking Apart (segmenting)

•Putting Back Together (blending)

Now let’s add print….• The long sound that the letter ‘a’ makes can be spelled how

many ways?

play weight

Mrs. Burley’s “magic”

Vowels and Consonants

• Concepts that often need to be explicitly taught

• Children need to understand that vowels are the foundation for syllables

• Decoding and spelling rules are based on syllable structure

Vowels and Consonants• Vowels open your mouth when you say their sound

• Consonants close your mouth when you say their sound

• You try• /a/• /t/• /m/• /r/

Vowel and Consonant Sort

• A good way to work on this is to play a game and sort vowels and consonants

• Talk about• Name of the letter?• Sound it makes?• Vowel or consonant?

• KEY: How do you know it is a vowel or consonant?

Vowel Sounds

• Vowels actually make 3 sounds

•short•long•unstressed (schwa)For example:• can• cane• Canada

Listening for Vowel Sounds

• It is hard to hear the difference between vowel sounds

• Especially when they are embedded in syllables and words

• We need to work on listening for different vowel sounds

• Play the Up and Down Game

Up and Down Game (Vowel Discrimination)• Choose two to discriminate between

• Have your child stand up if they hear one sound and sit down if they hear another

• Start with the sounds by themselves

• Move to nonsense syllables

• Move to words (3 sound words-CVC)

• Minimal pairs are the hardest: differ by only one sound-cat, cot, hat, hit, mat, mitt

Up and Down Game Example• Stand up if you hear /a/ • Sit down if you hear /o/

• /a/• /o/• /op/• /ap/• /at/• /ot/• Cat, cot, cop, cap, mat, mop, tap, top

Syllable Structure Rules

Rule #1: a vowel is short when followed by a consonant that is not r, w, or y in a syllable.

a t

Rule #1-Short Vowels

Rule #1: a vowel is short when followed by a consonant that is not r, w, or y in a syllable.

It doesn’t matter how many consonants you add before or after the vowel it will always be shortConsider:• Cat• Cats• Pants• splash

Rule #2-Silent ‘e’ Rule Rule #2: a vowel is long when there is a consonant and silent ‘e’ in the syllable

a t e

• These are syllable rules…..

• Therefore they work in words with more than 1 syllable

• Consider these words:

•picnic• tennis•badminton•pancake•baseball

Syllable Rules

•These two rules account for 80% of all spelling and reading patterns in the English language!

Multi-Syllabic Word Reading

• Consider how to read a multi-syllabic word• Look for the first vowel and then one letter to the right: consonant or vowel?

• If vowel keep think about vowel teams• If consonant look to the right again for a silent ‘e’ which will make the vowel long

• If no silent ‘e’ most likely a short vowel sound• Continue on to find the next vowel and look to the right…..

Multi-Syllabic Word Spelling• Say the word out loud: precipitation• Count the syllables (5)• Draw 5 lines• ______ _____ _____ _____ _____• Sound out each syllable• Pre (CCV)cip(CVC-soft c rule)i (V-short)ta(CV)

tion(shun-spelling pattern/morphology)

What are sight words?

• Words that occur often in books

• Often cannot be sounded out

• Need to memorized so they can be recognized quickly

• Knowing many sight words helps with fluency

Sight Words

• Can be found in Dolch or Fry’s Lists• Either one is good

• Examples: Can you sound these out?• The• On• In• Off• Of• Again

What does this look like in the classroom?

Scope and Sequence of Explicit Instruction for All Students• Alphabet

• teach upper and lower case• Who let the letters out• Letter Aerobics• Play I have Who has• Vowel/Consonant Sort• Introduce short vowel sounds with gestures

• Fluency and Confidence• Shared reading activities• Making words• Speedy Sight Words• Digraphs• Blends• Popcorn words/blends

Scope and Sequence of Explicit Instruction for All Students• Syllable Rules

• Rule #1-short vowels• Rule #2-long vowel silent ‘e’

• Applying the Rules• Decodable Books• Fluency work-via repeated readings and explicit discussion of text structure (i.e., punctuation) in large and small groups or partners

omprehension

• Vocabulary• Morphology• Syntax• Semantics• Verbal Reasoning

We have been working on this all along!

• Re-Writing Decodable Texts!• Application of all we have been doing applied to writing!

• King Hank examples-adjectives, nouns, verbs, adverbs, writing conventions, student friendly definitions

• THANK YOU!!!• Many of you have helped run guided reading groups • We need more help!• Your involvement

• Allows the teachers to work with more students at a time• Allows students to practice and apply their reading and writing

strategies more often• More practice means the skills and strategies are solidified more

quickly!

sherry.raffalovitch@tdsb.on.ca

diane.burley@tdsb.on.ca