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Section 1: Intro / Theory Module 1 Activity Set 1
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eaching the World to Read™ -T
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General Training Information Outline
General Information
There are lots of other online trainings out there
o This one differs quite substantially from most
The process is set up for you to learn first as the student
o Then learn how to teach it as the instructor
You saying the sounds and doing the process will result in greater ease in
teaching EBLI
Multi-sensory instruction is beneficial for all learning styles
o Engaged instruction (for you and for your students)
Significant number of videos and variety of videos
o Hannah to discuss these more in depth in Module video
o Watch additional videos outside of your grade level/setting
o Authentic, real-life situations with authentic mistakes
Both by student(s) and instructor
EBLI is both about what you know plus how and why you do it
o Direct instruction
Error correction and engagement embedded into instruction
Skills, Concepts, and Information build upon each other
Different from what you have learned before
o Much of it will be a new way to think about and present instruction
o You will be uncomfortable at times
o You will make mistakes
o You will be slower and more clunky at first
We guide you to help refine your instruction
Quickly you will get smooth and automatic
Lots of grey area when teaching students
o Not all videos will match steps exactly
o Teaching real life scenarios in classrooms
All students differ
Each classroom differs
o Watch a variety of videos
Training Layout
You will learn each activity then teach it to your students
o More specifics on that from Hannah in the module video
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7 week training – each week is 1 module
o 3 segments per module
o Time for each segment
2 hours independent study
1 hour student instruction
some activities will require less or more instructional time
This depends on
o ability level of students
o grade of students
o student/instructor familiarity with process
Order of activities will differ slightly in each module and EBLI activity
o Be sure to read directions closely
Watch ALL videos and read all documents
o Some information in the videos aren’t in the document
o Some information in document aren’t in the videos
Each activity is color coded with a different color
o The layout of videos and documents will be similar
o Order of components may vary slightly from activity to activity
Document Printing
IMPORTANT: KEEP THESE PAPERS
These are your steps to keep teaching EBLI
During online training
With future students after you complete the online training
Word lists
o Available for every grade level and each setting for every activity
o Can do the EBLI activities you’ve learned with words from your content area
Each module has an essential question
o Read them to frame your mindset about the arc of the module
Remediation teachers/instructors (RtI Tier II and Tier III, Special Ed)
o Watch 2nd and 3rd grade videos
Small group and 1:1 videos will be most beneficial
More struggling students
o Shows how to support these students
o More extensive error correction
o Sound Sensitive Stories
Email [email protected] for information on how to purchase
Teaching Scenarios
Training in the summer
o Teach in Summer School
o Find a year round school to volunteer in and teach the activities
o Get a small group to work with 1-2 times a week with EBLI
o Teach a student 1:1
You can take your class through the activities when school starts
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Your class (some or all) has already had initial EBLI instruction the year before
o Teach the students who have not previously had the lessons
o Teach your lowest performing small group the lessons again
o Use the EBLI activities you are learning to teach from your content area whole class
You teach K-1students
o Utilize the EBLI Island and EBLI Space apps
Be sure the students know to say the sounds as they go through the activities in
the apps
Additional Documents and Resources
Trainee Contract (Signed before accessing course)
o You can legally teach any student to become a better reader with EBLI
o You may not legally share your materials, course access, videos, EBLI Member’s Area
access, or anything from this course to teach someone else how to teach EBLI
EBLI Apps
o Use if your teach K-1 students
o EBLI Island
Teach beginning readers from 3 years old and up
If you teach preK-1st, use these
o EBLI Space
An extension of EBLI Island with more complex text and activities
o Sight Words Made Easy by EBLI
Higher level instruction for older students with all words taught by sound
Sight words
Homophones
Writing/Spelling
EBLI Sound Chart
o Different ways to spell all of the sounds in English
This is a reference for you to ‘EBLIize’ words
Spelling words
Content area vocabulary
Words from articles, novels, text books
EBLI Tips Poster
o 8 ½ x11 sheet with EBLI vocabulary and helpful hints
Quick reference for verbiage when you are teaching EBLI
Parent Letter
o Use letter
Regular version to give to parents
Take pieces out of it to share with parents of your students
o Information about EBLI instruction with
Reading
Spelling
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EBLI Member’s FB page
o Private page for those trained in EBLI to share
EBLI also responds to many posts
o Ask to join
EBLI Blog
o Amazing EBLI Schools
Hear from educators who have been using EBLI
EBLItube
o EBLI’s YouTube channel
o Great to share with parents
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Module Components Outline
Hannah’s role in Online Training
o Intro Videos
Materials needed
Directions for watching
o Instructional Videos
Part 1 – steps for activities
Where to find materials
o Green text indicates documents
Find documents in Course Resources
o Click “Video Playlist” under the activity you’re on to see videos on YouTube
Each Module contains 3 Segments
Each Segment is either an EBLI activity or other pertinent information (such as
Assessment)
Each Segment contains 4 – 8 of the following activities:
o Student Instruction in Schools Videos – first time
o Student Instruction in Schools Videos – later
Sometime Segments contain only one version of Student Instruction in
Schools
If it’s taught only once
If it comes later in the training
o Instructor Training Videos
Steps Documents
Helpful Hints Documents
Helpful Hints begin on the 2nd or 3rd page (First 1 – 2 pages contain an
overview of the activity and where/how to use it)
o Instructor Worksheets
Practicing certain skills before using them with students
Worksheet Videos
o Student Lesson Videos
First lesson in each activity will be taught by video of Nora’s instruction with
instructor facilitating
More practice/exposure for instructor
o Instructor-Led Student Lessons
Word Lists
Use dictionary.com to figure out the meaning/pronunciation of words
you don’t know. Look at word lists before you teach them to check
this!
o Student Worksheets
o Discussion Board Questions
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o Quizzes
Quizzes: 1 for each segment
Intended to be simple and straightforward
Answers easily found in videos/documents.
Please answer with 1 – 3 sentences
o If it asks for a list, you may answer with bullet points
o Additional Videos
Other pertinent information
Ex: Using EBLI with spelling words
Many have Additional Documents that go along with them
o Additional Student Activities – Module 4 only
For other students to do when instructor does guided reading with small
groups
o Articles
Some important notes to keep in mind about videos:
o During Student Instruction in Schools videos, instructor will be asked to follow along
with the video on whiteboards
1 on 1 instructors: write everything the instructor and student writes during the
video
o Not every video breaks down to grade level and setting. Whichever video you’ve
been asked to watch is appropriate for your grade level or setting, even though it
may seem more geared toward Whole Class
Mostly important for 1 on 1 and Small Group instructors
Make adjustments as needed
o Whole Class Instructors
Also watch 1 on 1 and Small Group Videos
More examples of error corrections
More extensive error corrections
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EBLI Sound Chart – Consonants
/b/
b bat
bb ribbon
be bribe
bu build
/j/
j judge
g general
ge large
dge fudge
dg fidget
dj adjust
d educate
di soldier gi contagious
/s/ s simple
ss kiss
c cycle
se mouse
ce dance
st Christmas
sc science
sw sword sce acquiesce
ts tsunami ps psychologist
/v/
v van
ve serve
f of
ph Stephen
/ch/ ch church
tch latch
t nature
c cello
che avalanche
/d/ d dedicate
dd middle
de ride
ed bagged
dh dharma
/f/
f flying
ff buffer
fe life
ph graph
gh tough
lf half
ffe giraffe
/g/
g gag
gg wiggle
gh ghost
gu guest
gue plague
tg mortgage
/h/
h happy
wh whole
/k/
k kitten
ck stack
ke bake
c cat
ch chemist
que antique
cc account
lk walk
che ache
cqu racquet
qu croquet
/l/ l lamb
ll follow
le battle
el angel
il pupil
al total
ul joyful
yl vinyl
ull pull
/n/
n no
nn winner
ne mane
kn knew
gn gnat pn pneumatic
cn cnidarian dn Wednesday
/ng/
ng sung
ngh dinghy
ngue tongue
n anchor
/p/
p pattern
pp floppy
pe rope
/qu/
qu queen
cqu acquire
/r/
r rake
wr wrap
rr carry
rh rhombus
re share
/sh/
sh fish
ci special
ti initial
ch machine
s sugar
ssi mission
si pension
ss tissue
c appreciate
xi anxious
ce curvaceous
se gaseous
sch schwa
sci conscious
shi fashion
che panache
t negotiate
chsi fuchsia
sc fascist
/t/
t tool
tt litter
te bite
th thyme
bt debt
pt receipt
/th/
th with
tth Matthew
/w/ wh when
w won
u persuasion
o choir
/y/
y yet
i onion
u curious e chameleon
/z/ z zip
s is
se choose
es does
ze haze
zz fuzzy
si business
ss scissors
x xylophone
/zh/
s measure
si vision
ge beige
z azure
/m/
m man
mm simmer
me dime
mb comb
mn autumn
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EBLI Sound Chart – Vowels
/a/
a last
au laugh
al salmon
/o/
o lottery
a father
ah hurrah
ea heart
ho honor
/u/
u butter
ou touch
a around
o won
ah Hannah
oo flood
eo pigeon
e the
/oa/
oa boat
o most
oe toe
ow slow
ough dough
ou soul
oo floor
a war
eau plateau
ew sew
/ue/
u pupil
ue cue
ew few
/igh/
i wild
igh night
ie pie
y fly
eigh height
is island
eye eye
ais aisle
ye dye
a naive
/ow/
ow town
ou cloud
ough drought
hou hour
/ee/ ee meet
ea meat
ie chief
y funny
e me
i variation
ey key
ei receive
eo theory
oe Phoebe
ae archaeologist
ix Grand Prix
/oo/
oo boot
ue glue
ew knew
u tumor
ui suit
ou group
oe canoe
o to
ough through
eu neutral
/oul/
oo look
oul would
u pudding
o woman
/i/
i tint
y symbol
a damage
e pretty
u busy
ui circuit
ia carriage
/ai/
ai train
a table
ay play
ea break
ey they
eigh weigh
ei vein
aigh straight
e very
et ballet
hei heir
ait parfait
au gauge
/e/
e bed
ea bread
ai again
ie friend
a catch
ei foreign
/er/
er enter
ir skirt
ur hurt
or actor
ar collar
ear earth
our journal
yr syrup
ure sure
re are
ere were
eur chauffeur
orr worry
urr hurry
/oy/
oy boy
oi toil
aw lawyer
/au/
au author
aw flaw
augh taught
ough fought
a water
o cost
ah Utah
ou cough
oa broad
hau exhausted
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EBLI Tips
1. SAY AS YOU WRITE
2. WATCH ME FIRST
3. What do your ears hear your mouth say?
4. Up to 4 letters can spell a sound
5. How many letters spell ‘/___/’?
6. WHAT are (not how many) the syllables?
7. WHAT are (not how many) the sounds?
8. Erase, Change, Circle, Underline
9. Touch your finger or board as student(s) say sounds
10. Touch your fingers as you ask student(s) the sound
11. One second between each sound
12. When the marker touches: say the sound
13. When the marker is off the board: be silent
Reproducible for public use
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Parent Letter – Reading and Spelling with EBLI
We have recently begun implementing the EBLI (Evidence-Based Literacy
Instruction) system of strategies into our reading and spelling instruction. EBLI differs
from many of the programs we have used in the past. With EBLI we teach students
to go by the sounds in words when reading and spelling rather than letter names.
We teach patterns of the English language rather than rules. We teach students to
sound out words when reading rather than memorizing them. The point of these
strategies is to gradually release students toward independence and accuracy
when reading and spelling.
We are working hard to teach students these effective and efficient
strategies for reading and spelling. The approach to spelling instruction may
appear different than in the years past. Teaching children to spell by encouraging
the memorization of letter names is largely ineffective. While some students may
learn from that method, a much larger percentage does not.
Too often, children work hard to memorize a series of letter names for a test,
but can’t spell the same word a week later. Instead, we will be teaching students
to analyze words based on the sequence of sounds contained within the word.
(For example, the sounds in “fish” would be spelled /f/ /i/ /sh/ and the sounds in
“journal” would be spelled /j/ /our/ /n/ /al/.) We also encourage students to study
by sound at home. We understand that this is something new for many parents.
The same is true of reading. When students actually read the sounds in
words rather than memorizing a whole word as a “picture,” they are much more
successful at reading accurately and fluently. In order to support this, you can say
“tell me the sounds in this word” when they come across a word they aren’t sure of
when reading at home.
We strongly encourage you to visit the EBLI website, watch the videos on the
homepage, and read about the system to help answer questions you may have:
www.ebli.com. We are also happy to answer any questions you may have about
EBLI, and invite you to watch EBLI instruction in action in our schools. Please let
your student’s teacher know if you are interested.
“The EBLI system provides students and teachers with consistent strategies instead
of inconsistent rules.”
- Nora Chahbazi, EBLI founder
EBLI
Theory and Background
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In this video series you will learn • The theory and background information
• EBLI concepts, skills, and activities to assist students to accurately read, write, and spell
• Phonemic awareness skills and Phonics theory
• Fluency, Vocabulary, and Comprehension within EBLI instruction
• Writing and Spelling
• Handwriting
• Skills and strategies not used in EBLI and why
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What is EBLI? • EBLI is effective, efficient, research-based
strategies and activities intended to move learners of all ages and ability levels to their highest potential in reading, spelling, and writing.
• The focus of EBLI is to improve reading accuracy, speed, and comprehension.
3
EBLI is a System of Strategies and NOT a Program
• EBLI instruction can be easily infused into every literacy program, reading series, content area or spelling curriculum that requires reading, writing, or spelling.
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Pieces first Full picture unfolds as you go
• During training you will learn as both teacher and student.
• We are putting together a puzzle; you learn piece by piece with the final picture clear to you at the end.
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Summary of EBLI Results
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Effectiveness – bringing all students of all ages/ grade levels to their highest potential in reading • Gifted, average, slightly below, and significantly below
students all benefit dramatically
Efficiency – significant gains • EBLI requires Instructional hours rather than instructional years.
Universality – meeting the needs of diverse instructors/learners • Diversity of instructors
• Training crucial to be able to TEACH EBLI • Teaching EBLI is how you perfect your delivery
• Whole class, small group, individual instruction settings • PreK- adult learners
• Effective for all ability levels
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2
3
Why is EBLI more efficient? • Cognitive processing (brain fertilizer!) is embedded in all EBLI
activities which accelerates student learning.
– When you ‘improvise’ or cut corners on delivery, the benefits are diluted.
• Fast paced instruction with continuous student participation
• Multi-sensory instruction with minimal teacher talking and maximum student hands – on experience
• Immediate correction of student errors
• All ‘noise’ is eliminated so instruction is streamlined and very efficient
– No singing, dancing, drill, or lecture.
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EBLI Training Overview
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Phonemic Awareness and Phonics EBLI Concepts and Skills
Spelling and Writing
Vocabulary Fluency
Reading text and Guided Reading
GOAL: Comprehension and Higher Level Thinking
Teaching Students an Unknown Word
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How would you help a student read this word?
Write down a process you would use to teach a student how to read this word.
courageous
You can tell them anything EXCEPT what the word is!
Phonemic Awareness and Phonics
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Phonemic Awareness Skills
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Segmenting coach → /c/ /oa/ /ch/
Blending p – l – a – n → plan
Phoneme What is ‘glad’ without the /l/? Manipulation ‘gad’
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2
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How does EBLI work?
• Learners need foundational instruction in how to unlock the code so they read accurately and are then best able to read fluently and with comprehension.
3
The English Alphabetic system is a complex code
The EBLI System
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Concepts
1, 2, 3, or 4 letters can represent the spelling of a sound.
Each sound can be spelled in many ways.
Some spellings can represent more than one sound.
Skills
Segmenting Blending Phoneme manipulation
Multi-syllable strategy
1 2 3
1 2 3
Why is Reading Achievement Falling Below Expectations?
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English is an opaque writing
system
Since the English alphabetic code is so complicated, we MUST explicitly and systematically teach students how to
unlock the code for them to use it for reading and spelling.
Transparent writing systems
(ex: Italian or Spanish)
vs
The EBLI System of Logic It is always consistent.
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We say a sound
The sound is represented
with a symbol
The symbol consists of 1, 2, 3, or 4
letters
The symbols are read or spelled in sequence for reading and writing
Patterns exist throughout the English language and the human brain learns best by recognizing patterns.
All words are made up of sounds.
What Do Your Ears Hear
Your Mouth Say?
• Proficient readers understand that you hear a sound in a word and there is a symbol in print to represents each sound.
• If you teach reading only as a visual process the learner struggles to reach their highest reading potential because of memory overload.
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Segmenting is not a natural skill ; it must be taught.
Reading is based on an auditory process (hearing a sound)
then matching it to a visual process (letter(s) that spell that sound).
How Do We Manage These Words?
• tomb • comb • bomb
• greet • cheat • suite
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Teaching reading as a visual process; memorizing words and what they look like is not efficient.
1st Set 2nd Set
Do they rhyme?
Phonemic Awareness Skills Blending
• This may take more time to master.
• A poor memory interferes with the ability for a person to blend.
• All reading is essentially blending.
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Pushing individual sounds together to make a word:
/m/ /a/ /t/ = ‘mat’ /p/ /ai/ /n/ = ‘pain’
Remember to use sounds, not letter names.
Phonemic Awareness Skills Segmenting
• Correlates STRONGLY with comprehension.
• Teach segmenting in an auditory fashion first to decrease visual interference (show letters/word after).
• Use sounds, not letter names.
• Break words into the smallest unit of sound (avoid blends and word families).
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Pulling sounds apart in words
‘up’ = /u/ /p/ ‘dough’ = /d/ /oe/
Phonemic Awareness Skills
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Segmenting
Blending
Phoneme Manipulation
straw, wedge, charge
knock, phone, grand
Removing a sound from a word Adding a sound to a word Switching a sound in a word
Demonstrate phonemic awareness skills using the following word sets.
1
2
3
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Word Families/Blends • Blends: teaching /b/ and /l/ then teaching /bl/ as a separate unit
• Word families: teaching two sound spellings at the end of words Ex: the ‘at’ family: cat, rat, fat, sat
Letter Names
Phonics Rules
• Teaching students letter names first vs sounds All consonant letters are at least two sounds long. Ex: sounds in the following letter names:
‘c’ is /s/ /ee/ ‘y’ is /wh/ /ī/ ‘w’ is /d/ /u/ /b/ /l/ /y/ /oo/
• Teaching students rules such as: when 2 vowels go walking the first one does the talking, silent letters, long and short vowels, magic e.
Teaching the following differently: Crucial in the strength of EBLI
Multi-syllable Strategy • Teaches students how to accurately read
and spell words several syllables long
• Decreases guessing
• Necessary for high level vocabulary instruction
• If the student is able to speak multi-syllable words, they are capable of accurately reading and writing those words!
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Spelling and Writing
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Are We Clear About the Facts? • Reading and spelling are the same
thing. – Reading is receptive – Spelling is expressive
• Alphabet systems are based upon the sound unit (phoneme).
2
Spelling is EXPRESSIVE • What do your ears hear your mouth
say?
• There is a symbol in print (up to 4 letters long) to represent each sound in a word.
• Spelling is more challenging than reading as you must decide what the acceptable spelling is for the sound.
3
4
Allowing incorrect punctuation and capitalization • Practice makes perfect and practicing something incorrectly makes one perfect at doing it incorrectly. Then it becomes a habit that takes more time and energy to reverse.
Inventive spelling
Teaching the following differently: Crucial in the strength of EBLI
• Teaching students to spell ‘phonetically’, for example, ‘school’ spelled as ‘skul,’ without correcting prevents them from learning how to spell accurately.
Writing extensively before writing accurately • Students are not aware of practices in how to write accurately. They become adept at writing and spelling incorrectly.
Vocabulary
1
Vocabulary with EBLI • ALL EBLI activities provide the opportunity to
embed vocabulary instruction • For new or unknown words:
– Ask a student to share what they think the word means • Provide clarification as needed
– Use the word in a sentence and call on students to figure it out from context clues
– Use a short phrase and/or example to describe the meaning • Make this meaningful and relevant to your students • This is not a ‘dictionary definition’
– Use pictures or actions to help describe the meaning • Especially important for ELL students
2
Vocabulary with EBLI
• You will learn specific EBLI activities to:
– Expand vocabulary
– Take a ‘deeper dive’ for target words
–
Vocabulary is essential for reading comprehension
3
Comprehension and Guided Reading
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Reading is RECEPTIVE • Reading is talk written down.
• It takes repetition to become proficient at accurately reading words.
– On average, it takes 16 to 22 repetitions to commit something to long-term memory
• Comprehension comes after the student has learned, practiced, and had many opportunities to use the code through accurately reading and spelling words.
2
Story as read by 2nd grader
Text as read by a beginning second-grade student:
• One mother a boy made a bot. “Where can I play with it?” he asked. Fred said, “Come with me in the car. We will take your bot with us.” So the boy camed, puddly stop. “I see where. Made I play her?”
3
Comprehension Questions One mother a boy made a bot. “Where can I play with it?” he asked. Fred said, “Come with me in the car. We will take your bot with us.” So the boy camed, puddly stop. “I see where. Made I play her?”
Answer the following questions: 1. What did the boy make? 2. When did he make it? 3. Who said, “Come with me in the car?” 4. What did the boy see?
4
What was actually written
5
Correct version:
One morning a boy made a boat. “Where can I play with it?” he asked. Father said, “Come with me in the car. We will take your boat with us.” Soon the boy called, “Please stop. I see water. May I play here?”
What was actually written
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Correct version: One morning a boy made a boat. “Where can I play with it?” he asked. Father said, “Come with me in the car. We will take your boat with us.” Soon the boy called, “Please stop. I see water. May I play here?”
Answer the following questions:
1. What did the boy make? 2. When did he make it? 3. Who said, “Come with me in the car?” 4. What did the boy see?
Comprehension Difficulties
• The first sound is correct in every word.
• The majority of comprehension problems are a result of students misreading words.
• If students can comprehend when read to but can NOT comprehend when reading, they do NOT have a comprehension problem.
• They have a reading problem: – are not reading the words accurately (are making up their own story)
– are pulling words from memory and are unable to free up their working memory to comprehend
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Comprehension Problems Word Memorization as a Primary Reading Strategy
• On average, only 2,000 – 3,000 words can be memorized.
– Memorization typically takes students to about a mid 2nd-grade to 3rd-grade level.
• By 9th grade, students are required to have 20,000 to 80,000 words in their reading vocabulary.
– Once their memory is maxed out, this leaves 17,000-77,000 words they must guess at and most likely will misread!
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Instructional focus is initially on accuracy, then comprehension
• The best comprehension strategies will not work if a student is misreading words or guessing
• Accuracy with reading words is necessary for optimal comprehension
• Young students and those below grade level need: – Explicit instruction on how to read words accurately – Practice reading accurately in text – To become automatic at accurate word reading – Only then will they be capable of freeing up their
working memory to comprehend 9
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Looking for little words inside big words • Teaching students to find words within longer words Ex: in the word ‘phone’ there is the little word ‘one’ or ‘on.’
Guessing/misreading words • Guessing almost always results in misreading. One can’t easily comprehend what they have not read or have misread.
Teaching the following differently: Crucial in the strength of EBLI
Looking at pictures to figure out the words • We read the words on a page, not the pictures. This also exacerbates tracking difficulties and encourages guessing/making up your own story.
Guided Reading • Whole class, small group, or 1:1
• In all settings using Read, Read Back, Read Again
– Error correction provided for each misread word
• Guessed words
• Inserted/omitted words or sounds
• Misread sight words
– Students read out loud
• Teacher listens to every student at least once a week
– Teacher is across from student that is reading 11
Guided Reading • At first, all reading is done in this manner
– ALL students benefit!
• Gradual release as students become accurate and fluent – Differentiate instruction as needed
Student’s fluency and comprehension dramatically increase with this process
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Handwriting
1
Peterson Handwriting • The motor planning process of handwriting
impacts reading fluency and comprehension
• Fixing poor motor planning through handwriting often results in decreasing student’s attention and focusing difficulties
• No cursive when doing EBLI
2
www.peterson-handwriting.com
Letter Formation: Peterson Strokes
• Top to bottom, left to right • b/d reversals – b: • tall down, roll around or • Bat, Bounces up, hits the Ball at the Bottom
– d: • hook around, tall down or • Doorknob, Door, Down
• ↑ Handwriting fluency>↑ Reading fluency
3
Fluency
1
Reading Fluency Overview
• Reading fluency refers to the speed and ease with which we read smoothly and with inflection.
2
• Clearly supported research that shows strong connection between fluency and comprehension.
• Non-fluent readers often have poor word level skills.
What is it?
Why is it important?
Facts About Reading Fluency
• Fluency is an important component of reading, but it is only a small part of what reading is.
• Fluency typically comes quite naturally once students are capable of reading accurately.
• When students are reading accurately and not pulling words from their visual memory or guessing, working memory is freed up and fluency training is very effective.
3
Quality over Quantity
NRP Report on Fluency • The eye movements of poor readers or
those with a reading disability reflect their lack of fluency.
• Students take in less with each fixation of the eyes on text and move backwards or skip words more often than good readers.
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How do we diagnose and fix this issue?
Typewriter Head
• Hold a student’s head when they are reading.
• Have students do tracking exercises with their eyes.
• Have students drink out of a straw while keeping their eyes closed (taking small sips from a straw with a lot of resistance or drinking something thick like a milkshake or applesauce). Have students do 15-20 sips with their eyes closed, twice a day.
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• When students move their head back and forth when they read. They do this because their eyes are weak as they have not read much. Even when they develop into great readers they become very tired while reading as they use up a lot of energy while reading.
What is it?
What are some ways to fix this?
Best Practices for Student Instruction
1
In this video – Classroom Set Up
– Behavior Management
– Small Group Instruction
– K-1st grade instruction
– Common Core Alignment 2
Classroom Set Up
• Goal: Easy access to students – Correct errors on whiteboards – Do guided reading with students
• Ideal set up
– U shaped is preferable – Desks separated – Tables with students beside, not across from
each other
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Getting Materials to Students
• Passing out whiteboards/markers/erasers
– Have an efficient process
• Assembly line style • Take them from a table when entering room
– Store in student’s desk – Drill holes in the boards and hang them on the
desks
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Getting Materials to Students
• Have a plentiful supply of markers! – Have backup marker supply – Create process for replacing dried up markers
• Our favorite markers – Dryerase.com – 10% discount with code: thanks
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The Point Game Making your teaching life easier!
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• Use to: • Create efficient and desirable habits • Say as you write • No guessing • No letter names • Keep head still when reading
• Behavior management (prevent undesirable habits) • Quiet during instruction • Don’t shout out word during the instruction
process • No drawing on the board • No horseplay
• Catch students doing things correctly
Whiteboard Rules
‘Thinking boards’ – No drawing – Point game is only on teacher’s board
– No tapping markers, erasers, or boards – Keep boards flat • Easier for you to see errors • Easier for you to be diagnostic and prescriptive
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Small Group and Remediation
• Teach in small groups to differentiate instruction – A small group is 1-5 students
• If teaching 1:1 – You share 1 whiteboard with the student
• With groups, each student will have their own board • You will have your own board
• Listen to each student read at least once every week – You are across from student when they read
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Students are familiar with
EBLI
• Whole class had EBLI in previous grade(s) – Don’t use Student Instruction videos for initial
instruction – You will teach the activity • Follow steps document • Use more words from content area to infuse EBLI
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K-1 Instruction
If you teach K-1st students you will can:
– Use the EBLI Adventure Apps (EBLI Island and EBLI Space) for initial instruction • Watch entire video(s) about the apps in Module 1 • Monitor and assist students at first
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Common Core Alignment
• Common Core Standards • 5 literacy categories for each grade level – Document in Module 1
– The standard is listed down the left side
– The EBLI activities are listed across the top
– If there is a dot in the box, that EBLI activity teaches the standard to the left
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Print Rhythm Leader - Lowercase Letters
12
1
1
2
1. Tall Down2. Roll Around
1. Hook Around2. Small Down
1. Hook Around 1. Hook Around2. Tall Down
1
2
12
1. Hook Around2. Slide
1
2
1. Hook Down2. Cross
21
1
2
1
2
1
2
3
1. Small Down2. Dot
1
1. Hook Around2. Down Tail
1
2 3
1
2
1
2
1
12 1
2 12 1
1
2
1 2
1. Down Tail2. Roll Around
1. Hook Around2. Down Hook
1 2 1
2
3
4
1 2 1 2 1
2
3
1. Slant2. Slant3. Slant4. Slant
1. Slant2. Slant
1. Slant2. Cross
1. Slide2. Slant3. Slide
1. Slant Right2. Slant Tail
1. Hook Around Close
1. Small Down2. Roll
1. Hook Snake Around
1. Tall Down2. Cross
1. Small Down Curve Up2. Small Down
1. Small Down2. Roll Down
1. Small Down2. Roll Down3. Roll Down
1. Tall Down1. Tall Down2. Slant In3. Slant Out
1. Tall Down2. Roll Down
1. Down Tail2. Dot
Numerals:
1. Down2. Roll Around3. Slide
1. Curve Around2. Tall Down
1
2
31 1
2
1
21
2
1
2
1
1
1
2
2
31
1. Down2. Slide3. Down
1. Hook Around Close 1. Tall Down
1. Curve Down2. Loop
1. Roll Slant2. Slide
1. Slide2. Slant
1. Roll Around2. Roll Around
1
2
1. Hook Snake2. Roll Up
1 2
3
1 2
3
1
1 2 1 2
3
4
1 2
3
1
2
1 2
3
12
3
1 1 2
3
1
2
Print Rhythm Leader - Capital Letters
1 2
3 4
1 2
3 1
12
1
2
1 2
3
1
12 1 1 2
1. Slant2. Slant
1. Tall Down Curve Up
1. Tall Down2. Slide
1. Hook Around Snake
1. Tall Down2. Tall Down3. Slant4. Slant
1. Tall Down2. Tall Down3. Slant
1. Hook Around Close
1. Tall Down2. Slide Around
1. Hook Around Close2. Slant
1. Tall Down2. Slide Around3. Slant
1. Tall Down2. Tall Down3. Slide
1. Tall Hook1. Tall Down2. Slide3. Slide
1. Tall Down2. Slide
1. Tall Down2. Slant3. Slant
1. Hook Around2. Slide
1
2
3
4
1 2 1 2
3
1
2
3
1. Slant2. Slant3. Slant4. Slant
1. Slant2. Cross
1. Slant Right2. Slant Left3. Down
1. Slide2. Slant3. Slide
1. Slant Left2. Slant Right3. Slide
1. Tall Down2. Slide Around3. Slide Around
1. Hook Around 1. Tall Down2. Slide Around
1. Tall Down2. Slide3. Slide4. Slide
1. Tall Down2. Slide3. Slide
The movement sequences are illustrated using our unique COLOR/RHYTHM process in "ABC's and 1 2 3's." The first stroke is green,second stroke brown, third stroke red, (and the fourth stroke pink for 4-stroke letters) Letterforms are arranged alphabetically for easycorrelation with any reading readiness process. Visit our web site for animated versions or you can order on CD ROM. Please remember,lowercase letters are most important for reading. <www.peterson-handwriting.com>
If/Then Chart General -‐ Whole Class Copyright © 2016 by EBLI (Evidence-‐Based Literacy Instruction). All rights reserved. 35
If/Then Chart for General Error Corrections and Student Behaviors -‐ Whole Class
Say the letter name instead of the sound
General Error Corrections
Says, "That's the name of the letter. What's the sound?"
*IMPORTANT* Use the Point Game to bring into student's consciousness desired behaviors to do more of and undesired behaviors to avoid! �Follow through with rewards and consequences �Catch students doing things right (especially those with greatest misbehavior) �Point out desired behavior when you see it and give student's team points �Teacher should very rarely (if ever) win the point game
If Students… Then Instructor…
This chart is a compilation of corrections for common student errors during EBLI instruction. There are two sections: one for General Error Corrections and one for Behavior Management. Print this chart and use it whenever you teach EBLI.
Continue saying the letter name instead of the sound (ex: /en/ instead of /e/ /n/)
Points to two fingers, taps them (right to left), and says, "/en/ is two sounds. What is the first sound (while tapping first finger) in /eeeennnnn/?" Blend slowly; don't segment.
Say the letter name instead of the sound a third timeTells them, "Say /e/ (or whatever the correct sound is)." Make sure students say the sound out of their mouths.
Says, "Say each sound as your marker touches the board. Stop your voice when you lift your marker up."
Say the word instead of the sound during Say and Write
If/Then Chart General -‐ Whole Class Copyright © 2016 by EBLI (Evidence-‐Based Literacy Instruction). All rights reserved. 36
If Students…
Continue inserting, omitting, or transposing sounds in words
Covers up the word with finger or bookmark and has students say each sound as you uncover. Have them blend one sound at a time.
If it's a 2, 3, or 4-‐letter spelling, uncover all the letters in the spelling (ex: 'eigh' for /ay/ in 'weight').
Have them hold what they have so far (ex: for 'blast' blend 'blaaaaa') and then uncover the next spelling and tell them, "Let the next sound fall out of your mouth." ('blas') After that, uncover the last spelling.
Has students blend one syllable at a time, forgetting about it as they blend the next syllable. After they blend the next syllable, have them thread syllables together.
Insert, omit, or transpose sounds in a multi-‐syllable word
Insert, omit, or transpose sounds in a 1-‐syllable word (ex: 'stream' for 'steam', 'left' for 'felt')
Has students say as they write sounds on a whiteboard.
Has students put Post-‐It notes in books so they can say as they write words they come across that they don't know when reading.
Leave out syllables
Covers the word with finger or a book mark and uncovers one syllable at a time. As needed, reiterate the part they've already read. Ex (with the word individual): After they have read the syllable vi, say, "Put it with your indi." (Students will say "indivi") Repeat with remaining syllables.
Then Instructor…
If/Then Chart General -‐ Whole Class Copyright © 2016 by EBLI (Evidence-‐Based Literacy Instruction). All rights reserved. 37
If Students… Then Instructor…
Say the sounds for all the letters in a word (ex: /r/ /a/ /i/ /n/ for 'rain')
Says, "Tell me each sound." Students say each sound and then blend the word.
Leave off endings
Underlines the 'ai' and says, "Say /ā/."
OR covers up the 'r' and the 'n' and says, "Say /ā/."
Plays the point game A LOT to get rid of this stubborn habit. Give lots of points for sentences where they don’t guess.
Guess wordsPuts a bookmark or finger over word and uncovers one spelling at a time. Guessers typically don't like this, so offer to remove your bookmark/finger but let them know, "If you guess again, I'm putting it back over the words."
Points to the 'ce' spelling and says, "Say /s/."
Taps finger/pencil above the misread word as a cue for students to come back to it.
Erases what students have written (that they didn't say sounds with). Do this as they begin writing the word if you notice they aren't saying the sounds. Once words/spellings are erased, say, "Write that one more time as you say the sounds."
Misread only one sound in a word (ex: 'peek' for 'peace')
Guess sight words or words you know they're familiar with when reading in text
Reminds students not to look up. Reinforce this with the point game.
Don't say the sounds as they write
Asks permission to hold hand on student's head to remind them not to look up when they read. Reinforce this with the point game.
Has students wear a cap or visor as instructor holds the bill down. Reinforce this with the point game.
Look up at instructor when reading words or reading in text
If/Then Chart General -‐ Whole Class Copyright © 2016 by EBLI (Evidence-‐Based Literacy Instruction). All rights reserved. 38
Has students do exercises to cross the midline, such as cross crawls and cross claps.
If Students… Then Instructor…
Move head back and forth when reading (typewriter head)
Switch hands when reading or writing
Have incorrect handwriting
Corrects all reversals and bottom-‐to-‐top letters, and has students re-‐do.
Says Peterson Handwriting prompts for the letter.
Puts a fat dot as the starting point for each letter and little dots for the rest of the letter. If additional support is needed, do one or both of the following: �write the letter at the same time as the students �hold student's hand to help them make the correct movement.
Does tracking exercises (do this 1 on 1). Have student follow an object (laser pointer, their finger, your finger) and move their eyes but not their head.
Has students sip through a straw with their eyes closed. Have them use a curly straw and pinch near the top, so it's almost closed. Use a thick drink such as a milkshake, applesauce, or pudding. Continue for 2 weeks. This exercise strengthens the eyes.
Doesn't allow them to do so. Crossing the midline is crucial for integrating both hemispheres of the brain; it enhances reading, learning, and more.
Has students follow along only with the pointer finger of the hand they write with. Students puts other hand in their laps.
If/Then Chart General -‐ Whole Class Copyright © 2016 by EBLI (Evidence-‐Based Literacy Instruction). All rights reserved. 39
Don't stay with the pace of the marker when instructor taps spellings and asks students to say sounds
Tell stories or use other diverting tactics to avoid instruction
*IMPORTANT* The following are some of the best ways to get desired behaviors from your students: �Put the majority of the focus on what students are doing correctly �As much as possible, avoid talking about undesired behavior �Give yourself points with a brief explanation, i.e. "I get points when you stall." �Be very clear about the expectations, rewards, and consequences before starting instruction �As much as possible, avoid calling out specific students �Speak respectfully and in a calm tone �Follow through with rewards and consequences
Gets a point on the point game while saying, "I get a point when you doodle." If they draw again, take their marker and give it back after a word or two for another chance.
Draw on the whiteboard
If Students… Then Instructor…
Behavior Management
Have high anxiety
Says, "Be sure to say the sounds right as my marker taps. Keep pace with my marker."
Allows them to tell a few sentences, then redirects. If they continue, instructor takes points on the point game.
Tells students, "I'll tell you any information you don’t know." Consider working with students with extremely high anxiety in a 1 on 1 setting.
Smash the marker on the board
Shows students how to hold the marker so they don't push so hard: Instructor and students shake their hands by their sides and bring them up and place them on their desks with pinkie side on the table. Tell students, "This is how your hand naturally holds a writing utensil." If this is done with student(s) giving attitude, take away their marker and give it back after a word or two.
If/Then Chart General -‐ Whole Class Copyright © 2016 by EBLI (Evidence-‐Based Literacy Instruction). All rights reserved. 40
Allows students to stand during instruction, or gives students large exercise balls or disco seats to sit on so they can move as they learn. Give students points if they stay in place, and take teacher points if they leave.
Don't use EBLI skills when reading independently
Show extreme anger or frustration
Acknowledges student's feelings, saying, "I know you're angry/frustrated and I understand." Tell them, "You can take a 5 minute break until you feel better." Instructor holds on to student's marker as they rest briefly (if needed allow them to go get water or go to the bathroom, setting a timer for 5 minutes), and continues working with other students. When student is ready, hand back their marker and have them re-‐join the group. No need to raise your voice or make a big deal out of this.
Get out of their seat often or display lots of physical movement/overflow
Says, "Remember to use your EBLI skills whenever you read, spell, or write. Use them all the time, not just when we work together."
Tells them, "Mistakes are proof that you're learning. One of the best ways to learn is to make mistakes! Also, I'll give you any information you need."Refuse to accept corrections or make excuses for mistakes
Say they can't, or say they're dumbSays, "What you're learning is different than what you've learned before, and that's ok! You can do this, and I'm going to help you."
Have high anxiety when they see a book or begin reading in textCovers up all text below where students are reading with a piece of blank paper and uncovers text as students read. Also, instructor can gently place hand on student's non-‐writing hand as they read (ask them first if this is ok).
Says EBLI is for little kids Shares experience about you learning EBLI as an adult and the impact of EBLI.
Then Instructor…If Students…
If/Then Chart General -‐ Whole Class Copyright © 2016 by EBLI (Evidence-‐Based Literacy Instruction). All rights reserved. 41
Don't participate Says, "If I don't hear everyone, I'm getting a teacher point."
Don't follow directionsSays, "If I hear/see everyone following directions, your team will get points. Be sure to listen carefully." Teacher takes points ONLY if needed.
Reminds students to put their lids on their markers whenever there is a pause in instruction.
Numbers each marker and assigns each student a number so they get the same marker each time. Students are typically more careful when they have some ownership.
Leave the lids off their markers
If Students… Then Instructor…
Yell out the answerSays, "I want everyone's thinking. If you're respectful and wait until I ask for the answer, you'll get points for your team." Take teacher points ONLY if needed.
Tell someone the answer who's hesitatingSays, "I only want to hear the person I'm working with." Take teacher points ONLY if needed.
Talk to friendsSays, "I'll get teacher points if I hear side conversations. If I hear nothing but silence or sound saying, you'll get points for your team."
If/Then Chart General -‐ Whole Class Copyright © 2016 by EBLI (Evidence-‐Based Literacy Instruction). All rights reserved. 42
Greatly misbehave and are very loud/naughty
Calmly says, "I'm going to wait until you show me you're ready. I'd like for everyone to be completely quiet, sitting in their seats, with eyes on me and nothing in your hands. If you can do that in 10 seconds, I'll give your team 20 points. If not, my team gets 20 points." Count down from 10, saying quick reminders about your expectations as necessary.
If a student still doesn't want to read, quietly say, "I'd love for you to try a few sentences with my help. Would you be willing to do that?"
If a student doesn't want to read even after you ask, move on and work with that student 1 on 1 later.
Move ahead of teacher on their whiteboardsSays, "I'll get points if you move ahead of me on your whiteboards. You'll get points if you stay right with me." Take teacher points ONLY if needed.
Tells students, "Everyone will take turns reading with my help." Choose students; don't ask students if they want to read.
Refuse to read out loud
If Students… Then Instructor…