Tools & Strategies for Enhancing Lectura

Doris Baker

Jorge Preciado

August 20-21, 2008

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Acknowledgements

Amy Widmer Carolina Preciado Deni Basaraba Fátima Rodgers

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Word Recognition Processes

The same word recognition processes may operate across languages, but they take more time to acquire when the writing systems are more complex. In Spanish, the partial alphabetic phase may have a shorter life because decoding skills emerge sooner (Ehri, 2005).

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Stages of Reading Development

PRE-ALPHABETIC OR PRE-LITERATE

PARE Pre - K

PARTIAL OR EARLY

ALPHABETIC mam‡ pap‡ Tito

mi oso

Kinder and early first grade

FULL OR LATE ALPHABETIC des-in-te-re-sa-do Middle of first grade to early second

CONSOLIDATED

ALPHABETIC OR

ORTHOGRAPHIC

des-in-te- res-ado Middle of second grade to third grade and beyond

Ehri, 1995, Moats 2000

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Getting to Know your Program

Assemble in groups of 2 or 3. Using your manual answer the questions as thoroughly as possible.

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Tarjetas para la instrucción explícita: Características fundamentales

1. Explanation of task

2. Model, Lead, Test

3. Signals

4. Error Correction

5. Provides students plenty of opportunities to respond

Overview of Video Presentations: Unveiling Critical Features of Instruction

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Critical features of Effective Instruction

1. Instructor models instructional tasks when appropriate (Model, Lead, Test).

2. Instructor provides explicit instruction.3. Instructor engages students in meaningful interactions with

language.4. Instructor provides multiple opportunities for students to

practice.5. Instructor provides corrective feedback after initial student

responses.

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Continued

6. Instructor encourages student effort.7. Students are engaged in the lesson during teacher-

lead instruction (e.g., pacing, providing opportunities to respond, unison responses, feedback).

8. Students are engaged in the lesson during independent work (e.g., 90% success rate).

9. Students complete activities successfully at a high criterion level of performance (errorless learning).

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Observe First Video

Will need a paper and pen/pencil. Write down what critical features of

instruction were displayed during the lesson. What other “good” instructional practices did

you observe?

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What critical features did you see?

Select a peer. Decide who talks first. Continue to talk until I tell you to stop. If you stop talking…your peer will prompt

you. Talk to a peer and discuss critical features of

the lesson.

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1st Grade Reading Instruction

Pacing of lesson. Teacher pacing and monitoring of student progress. Immediate and constant feedback. Model, Lead, Test (MLT). Students are engaged in the lesson. Clear and explicit directions by teacher. Clear and effective signal. Unison responses. Students are successful.

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Observe Second Video

Write down what critical features of instruction were displayed during the lesson.

What other “good” instructional practices did you observe.

Discuss your observations with a peer. Follow the same peer practice procedure as with the first video.

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Templates

Model, Lead, Test (MLT) Explicit directions Corrective feedback Part-firming (going back two) Students engaged

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Lines of Practice

Students are successful Pair share reading Read words with accuracy Expression and fluency when reading connected text Multiple opportunities to practice Error corrections Errorless learning

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Observe Third Video

Write down what critical features of instruction were displayed during the lesson.

What other “good” instructional practices did you observe.

Discuss your observations with a peer. Follow the same peer practice procedure as with the first video.

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Teaching Spelling

Explicit instruction Breaks down task (e.g., Seven ducks/quack to music) Student academic and behavioral expectations Pre-correcting; prompting Walking around (monitor student performance) Immediate feedback Clear signals Clear consistent procedures Increase of positive interactions with students

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Power Phonics Lesson: Critical Features

This is the main part of the lesson* 1. Always start lesson with a PA activity (use tarjetas 1-5, select words from the Biblioteca fonˇ tica books or from the anthology). See back of theme for Word list. 2. Phonics. Teach letter sounds using tarjetas 7-9. Select words from the Biblioteca fonˇ tica books or from the anthology). 3. Teac h high frequency words useful for reading the selection in the Biblioteca Fonˇ tica 4. Decodable books. Always provide reading practice using decodable books. Pre-teach a few vocabulary words using a prompt or an example in a sentence. DonÕt spend too much time defining words. Use tarjetas for fluency building to increase pacing. When modeling reading, tell students how to use decoding strategies to read low frequency words. Model sounding out letters, blending syllables, reading whole word (as in Tarjeta 8 and 9). Ask a few comprehension questions or do a retell. (Model first) *Follow the same sequence every day. Reteach this section for struggling students. This power phonics lesson should last about 20-30 minutes.

5. Read Alouds or Anthology

Do Read Aloud activity and/or reading comprehension activities from the Anthology. Students should have specific questions to focus on when they listen or read the Anthology. For example, students can compare and contrast main characters, students can provide specific information from informative text, etcÉ Never ask students to read text without a purpose (i.e., they are looking for specific information, they are doing a retell, they are practicing reading fluency with 97% accuracy).

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Developing Lesson Maps: Issues to Consider

Start every day with a phonemic awareness activity. New phonics elements should always be presented

with phonics elements students have mastered already.

Prior to introducing the reading text practice with students word reading (the Fonética section) to develop automaticity (from the end of kinder to third grade!!) Use difficult and easy words to include the whole class.

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Vocabulary

Teach vocabulary every day. Use words in the anthology or the Biblioteca Fonética.

Examples of vocabulary. Use Anita Archer routines and card #17 to explain new words.

Use card #16 to decode new words.

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Symbols in the Lesson Maps

Bold Type = Main heading and when teacher is talking Regular type = Subheading Level 1 Italic type = Subheading Level 2 and when students are responding (A) = Agregar Ø = Reemplazar (O) = ĮOjo! (Ver con cuidado) (P) = Grupos de lectura: estas actividades se deben hacer en grupos peque–os (AI) = Antes de la Instrucci—n** (Las actividades que tengan el signo de (AI) se pueden ense–ar en grupos peque–os ANTES de ense–‡rselas a todo el grupo. Esto ayuda a los ni–os que necesitan m‡s repetici—n y pr‡ctica).

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Organization of Activities in the Lesson Maps

Each activity lasts from 3 to 20 minutes All students need to be engaged. If the activity is too difficult for

some students, change it and work with this group of students during small group instruction. Scaffold activities based on students’ abilities.

Repeat the phonological awareness and phonics routines every day, but choose different words and present them in an unpredictable order.

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Lines of Practice

NOTE: Lines of Practice are not for every student. If you have an intensive group, practice with them the sounds, syllables, and words. Do not go on to reading whole sentences and the decodable book until they are firm on their decoding skills.

Activity:

Form a group of 5. One person will be the teacher. Practice modeling an activity using the lines of practice for your grade. Take turns being the teacher. After practicing, discuss with your group how you think your class would perform in this activity.

Relation between Spanish and English Phonics

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Orthographic System

Spanish English

27 letters + 3 digraphs (rr, ll, ch) 26 letters

22-24 phonemes 42-44 phonemes

5 conditional rules 27 letter combinations + conditional rules

All words are decodableIrregular words

Comparing the Spanish and

English Orthographic Systems

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Spanish Phoneme-Grapheme Corresponding Rules

• “h” is silent

• “c” is pronounced /s/ before “e” or “i” (/th/ in regional dialects)

• “g” is pronounced /j/ before “e” or “i”

• “z” is pronounced /s/” (/th/ in regional dialects)

• “x” can be pronounced as /ks/ as in “taxi” or as /j/ as in “México”

• “v” can be pronounced /v/ or /b/ (more common is /b/)

• “w” and “k” are only used in foreign words

• “u” is silent after “q”, or “g” preceding “e” or “i”

Word knowledge is the only source of information to assign stress in words unless the stress is orthographic (tiene un acento). Ex: nariz, susto, carnaval, melón.) (Signorini, 1997).

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Spanish Syllable Types (According to Frequency and Level of Difficulty)

Word Type Example NotesCV and CVC syllables that begin with continuous sound

mi, los CV and CVC are the most frequent syllable types

CVV syllables that begin with a stop sound

cae, tie-ne

CVC words that begin with a stop sound

con, pan

CCV syllables that begin with a stop sound

bra-zo, tren

CCVC, CCVV, CCCV gran-de, pres-ta-dos,

Bria-na, con-stru-ir

Adapted from: Guirao, M., & Manrique, A. M. (1972). Fonemas, sílabas y palabras del español de Buenos Aires. Filología, 135-165.

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English Regular Words (According to Level of Difficulty)*

Word Type Example NotesVC and CVC words that begin with continuous sound

it, fan VC and CVC are grouped together because there are few VC words

VCC and CVCC words that begin with a continuous sound

Lamp, ask VCC and CVCC are grouped together because there a few VCC words

CVC words that begin with stop sound

Cup, tin

CVCC words that begin with stop sound

Dust, hand

CVCC Crib, snap, flat Words that begin with two continuous consonants are the easier of words that begin with blends.

CCVCC, CCCVC, and CCCVCC

blend, clamp, spent, scrap, scrimp

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Sequence for Introducing Letters*

a m t s i f d r o g l h u c b n k v e w

j p y T L M F D I N A R H G B x q z

z J E Q

*Carnine, D., Silbert, J., Kame’enui, E., & Tarver, S. (2004). Direct Instruction Reading, (4th Ed.) NJ: Pearson, Prentice Hall.

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Critical Features to Introducing Letters

Letters visually and/or auditorily similar – e, i; b, d, and b, p should separated by 13, 7, 13, and 6 letters

Other potentially confusing pairs (d, t; f, v; h, n; k, g; v, w; n, r)

Upper-case letters not the same in appearance as their respective lower-case letters are introduced after most lower-case letters are introduced.

Most useful letters are introduced before less useful letters.

*Carnine, D., Silbert, J., Kame’enui, E., & Tarver, S. (2004). Direct Instruction Reading, (4th Ed.) NJ: Pearson, Prentice Hall.

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Letter Combinations in English

Letter Combination

Sample Word

Letter Combination

Sample Word

ai

maid

ol

hold

al

halt

oo

boot

ar

car

or

short

au

haul

ou

cloud

aw

lawn

ow

own

ay

stay

oy

toy

ch

chip

ph

phone

ea

beat

qu

quick

ee

need

sh

shop

er

fern

th

thank

igh

high

ur

burn

ir

first

wh

whale

kn

know

wr

wrap

oa

load

*Carnine et al. (2004).

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Using the Sound-Spelling Cards Effectively

Place the cards where ALL students can see them.

Clearly separate Spanish and English spelling cards.

Refer to the cards as frequently as possible so students can visually see the sounds they are hearing.

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Activity

Assemble in groups of 3 or 4. One person will be the teacher. Ask the rest of the group to write the words they will hear (choose words that are appropriate for the grade you will be teaching).

Practice using the sound spelling cards when you say a sound that might be difficult for your students (e.g. geranio, hablar).

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Summary and Next Steps

Remember Ehri’s word recognition processes!! Always model activities Be explicit Be systematic: follow the same teaching routines Provide students with plenty of opportunities to

practice newly learned skills!!

HAVE A GREAT SCHOOL YEAR!!