Help me to read the big words

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Help me to read the big words!
Washington Reading First Presenters Carolyn
Zingmark and Lynda Smith
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Demystifying
syllabication
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Objectives

• Participants will learn how to provide
  data-driven instruction based on students needs.
• Teachers will learn the scope and sequence of
  syllabication.
• Teachers will understand how to effectively teach
  struggling students syllabication.
• Participants will learn how to provide additional
  instructional support for students.

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Agenda

• Decoding and definitions
• Syllabication
• Understanding comprehensive assessment
• Creating flexible groups

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Big Ideas for Grade 2
Students will read 53 wcpm in connected text at
the beginning of grade 2. Students will read 94
wcpm in connected text by the end of grade 2.
Hasbrouck Tindal, (1992)
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Big Ideas for Grade 3

• Students will read 79 wcpm in connected text at
  the beginning of grade 3.
• Students will read 114 wcpm in connected text by
  the end of grade 3.

Hasbrouck Tindal, (1992)
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Five Focus Areas in Reading First

• Phonological awareness
• Phonics/Decoding
• Fluency
• Vocabulary
• Comprehension

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Stages of Reading Development
Ehri 1995, Moats 2000
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Definitions

• Syllable
• Schwa
• Syllabication
• Morpheme
• Compound word
• Morphemic analysis (structural analysis)

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Teaching Students to Read Big Words
Teaching Word Attack Procedure Teacher shows
students how to attack big words on their own
and prompts use of procedure whenever students
are reading.
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Words in the English Language

• 50 are wholly decodable
• 37 are only off by one sound
• 50 of the words we read are made up of the first
  107 high-frequency words.

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Teaching Students to Read Big Words
Teaching Word Attack Procedure Teacher shows
students how to attack big words on their own
and prompts use of procedure whenever students
are reading.
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Syllable Types
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Syllable Division Patterns
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Syllable Division Challenges

• powder pow/der
• v/cv
• jungle jun/gle
• vc/ccv
• further fur/ther
• vc/cv

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Important Points RegardingSyllabication

• First teach students to look for prefixes and
  suffixes they recognize and then only apply
  syllabication to the base or root word.
• Point out how common it is for the VC/CV pattern
  to appear in English words.
• Many students will be able to recognize and read
  r-controlled and vowel team syllables. Explain
  the importance of teaching and understanding open
  and closed syllables to help students with the
  vowel sound.
• Once students are able to see the first syllable
  break in a three syllable word, they can often
  read the word. It isnt always necessary for a
  student to divide the word into all of its
  syllables.

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Teaching Students to Read Big Words
Teaching Word Attack Procedure Teacher shows
students how to attack big words on their own
and prompts use of procedure whenever students
are reading.
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Stages of Reading Development
Ehri 1995, Moats 2000
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Teaching Students to Read Big Words
Teaching Word Attack Procedure Teacher shows
students how to attack big words on their own
and prompts use of procedure whenever students
are reading.
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Successful and Proficient Readers

• Rely primarily on the letters in the word rather
  than context or pictures to identify familiar and
  unfamiliar words.
• Process virtually every letter of a word.
• Use letter-sound correspondences to identify
  words.
• Have a reliable strategy for decoding words.
• Read words for a sufficient number of times for
  words to become automatic.
• Hasbrouck 1998

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Four Types of Assessment

• Outcome - Provides a bottom-line evaluation of
  the effectiveness of the reading program in
  relation to established performance levels (e.g.,
  end of school year).
• Screening - Involves all children and is designed
  as a first step to identify those who may be at
  high risk for delayed development or academic
  failure and in need of additional reading
  instruction or further diagnosis of their need
  for special services.
• Diagnosis - Helps teachers plan instruction by
  providing in-depth information about students'
  skills and instructional needs.
• Progress Monitoring - Involves frequent
  measurement to determine if students are making
  adequate progress or are in need of more
  intervention to achieve grade-level reading
  outcomes.

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Outcomes Driven Model
Screening Diagnosis Progress Monitoring Outcome
Identify need for support Validate need for
instructional support Plan and implement
instructional support Evaluate and modify
instructional support Review outcomes for
individuals and systems
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Integrated Assessment/ Intervention/Feedback Loop
Teachers administer specific skills assessments
Identify Need Validate Need
Review Outcomes
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Integrated Assessment/ Intervention/Feedback Loop

• Role of Teachers and Support Staff
• Analyze data and build instructional groups based
  on needs
• Take inventory and recommend materials needed for
  instruction
• Investigate and problem solve scheduling/spacing
  issues
• Investigate personnel resources with grade-level
  teams

• Role of Instructional Leadership
• View data and plan for meeting students needs
• Make decisions regarding the purchase of
  materials
• Make decisions regarding scheduling of staff
• Allocate personnel resources based on identified
  needs
• Set up systems of communication between all
  involved staff
• Articulate with everyone involved how needs are
  to be met

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Critical Order Role of Teachers and Support Staff

• Analyze data and build instructional groups
  based on needs
• Take inventory and recommend materials needed
  for instruction
• Investigate and problem solve scheduling/spacing
  issues
• Investigate personnel resources with grade-level
  teams

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Second Grade Skills
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READING MULTISYLLABIC WORDS
Skillful readers ability to read long words
depends on their ability to break the words into
syllables. This is true for familiar and
unfamiliar words. Adams, 1990
Learning the structure of words at the syllable
and morpheme levels support word recognition,
spelling, and vocabulary development. Nagy
Anderson, 1984
For some children, their phonic skills break down
when confronted by multisyllabic words because
they cannot readily identify syllable boundaries.
Eldredge, 1998
When students are decoding unknown multisyllabic
words, it is to their advantage to know prefixes
and suffixes. Such knowledge will also help in
learning the meaning of a word. Eldredge,
1995
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Objectives

• Participants will learn how to provide
  data-driven instruction based on students needs.
• Teachers will learn the scope and sequence of
  syllabication.
• Teachers will understand how to effectively teach
  struggling students syllabication.
• Participants will learn how to provide additional
  instructional support for students.