LEER MAS

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LEER MAS

• Lectura en Español y Estrategias con Recursos,
  Materiales, Apoyo y Sugerencias

An extension of the Texas
Teacher Reading Academy for the Bilingual
Classroom
Developed by Region IV Education Service
Center in collaboration with the Texas Education
Agency
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Purpose of LEER MAS Training Materials

• To provide additional Spanish resources to assist
  with implementation of the Prekindergarten
  Guidelines, Kindergarten and First Grade Teacher
  Reading Academy in the bilingual classroom
• To align curriculum with assessment in
  Prekindergarten through first grade

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Teacher Reading Academy Basic Facts

• The Teacher Reading Academies are components of
  the Student Success Initiative funded by the 76th
  Texas Legislature.
• The academies are designed to systematically
  provide professional development in reading,
  beginning with teachers of children who entered
  kindergarten in the fall of 1999.

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Teacher Reading Academy Basic Facts

• The teacher reading academies began summer 1999
  with a goal of providing professional development
  for all kindergarten teachers.
• Beginning in summer 2000, all first grade
  teachers were targeted to attend the First Grade
  Teacher Reading Academy.
• Beginning in summer 2001, all second grade
  teachers were targeted to attend the Second Grade
  Teacher Reading Academy.

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Teacher Reading Academy Basic Facts

• The ultimate goal is for all students to read on
  grade level or higher by the end of third grade
  and continue reading on or above grade level
  throughout their schooling.
  

Governor George W. Bush - January 1996
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Teacher Reading Academy Basic Components

• Oral Language
• Phonological Awareness
• Print and Book Knowledge
• Alphabetic Principle
• Fluency
• Comprehension
• Written Expression

• Lenguaje oral
• Conocimiento fonológico
• Conocimiento de la letra impresa
• Relación entre las letras y los sonidos
• Fluidez
• Comprensión
• Expresión escrita

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Each Component Addresses

• Student Expectations
• Prekindergarten Guidelines
• K and 1 TEKS
• Strategies and Activities to Encourage
  Development
• Monitoring Student Progress

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Oral Language

• What is it?
• Why is it important to literacy
  acquisition?

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Oral Language

• Speaking and listening to communicate meaning

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Oral Language Includes

• Phonologyproducing the basic sound units of
  language
• Vocabularythe appropriate usage of words and
  word meanings
• Grammarcombining words into phrases and
  sentences that make sense and are correct
• Pragmaticsthe appropriate use of language rules
  for communicating effectively and responding to
  the needs of ones listeners
• Rules of politeness
• Conversational skills
• Extended discourse

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Effective Oral Language Development
Impact on Reading and Writing
Phonology Vocabulary Grammar Pragmatics
(with emphasis on extended discourse)

• Letter/sound recognition
• Listening comprehension Word recognition
  Reading comprehension
• Listening comprehension Comprehending complex
  written language
• Listening and reading comprehension
  Written composition Understanding teacher talk

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Guidelines for Teaching Oral Language

• Engage children in extended conversations
• Encourage children to tell and retell stories and
  events
• Discuss a wide range of topics
• Model use of new and unusual words
• Discuss word meanings
• Ask open-ended questions
• Give explicit guidance in vocabulary, syntax, and
  pronunciation
• Encourage language play
• Challenge children to justify thinking
• Focus on expressing ideas

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Optimal Oral Language Development
Scaffolding To Promote Oral Language Development
Provide feedback
Promote questions and conversation
Students Current Oral Language Development
Request clarification
Recast and expand ideas
Use questions and prompts
Model extended language
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Why is Oral Language Important?
The more children know about language the
better equipped they are to succeed in
reading. National Research Council,
1999 Children who are constantly exposed to an
environment rich in oral language and who
interact frequently with adults in a supportive
social and emotional setting develop more
facility with oral language than children lacking
these opportunities. Morrow, Strickland Woo,
1998
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Student Expectations for Oral Language
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Strategies and Activities to Develop Oral
Language

• Circle Time
• Sharing Time
• Show Tell
• News of the Day
• Read-Aloud Sessions

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Strategies and Activities to Develop Oral
Language

• One-On-One, Small Group Instruction, and Whole
  Class Instruction
• Independent Centers
• Dramatic Play
• Thematic Centers
• Content-Area Centers
• Literacy Centers

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Monitoring Student Progress

• Use formal and informal assessments
• Record examples of childrens expressive language
• Monitor language progress by listening to childs
  language use

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Monitoring Student Progress

• Does the student
• use complete sentences?
• use new words and syntax in talk?
• express clear relationships between events in
  personal narratives and story retells?
• respond to questions and requests for
  information?
• adapt to listeners needs for background
  knowledge?
• use extended language in a variety of settings?

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Oral Language
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Phonological Awareness

• What is it?
• Why is it important to literacy
  acquisition?

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Phonological Awareness

• The ability to recognize the sounds in spoken
  language and how they can be segmented (pulled
  apart), blended (put back together), and
  manipulated (added, deleted, and substituted).

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Phonological Awareness Does Not
Equal Phonics
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Phonological Awareness Includes
Phonological Awareness Includes

• Rhyming
• Alliteration
• Sentence Segmenting
• Syllable Blending and Segmenting
• Onset-Rime Blending and Segmenting
• Blending and Segmenting Individual Phonemes

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Phonological Awareness Continuum
Blending and Segmenting Individual Phonemes
Phonemic Awareness
Onset-Rime Blending and Segmenting
Syllable Blending and Segmenting
Sentence Segmenting
Rhyming/Alliteration
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Phonological Awareness Overview

• Rhyming/Alliteration
• Matching the ending sounds of words
• Producing groups of words that begin with the
  same initial sound
• Sentence Segmentation
• Segmenting sentences into spoken words
• Syllable Blending and Segmentation
• Blending syllables to say words or segmenting
  spoken words into syllables

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Phonological Awareness Overview

• Blending and Segmentation
• Blending/segmenting the initial consonant or
  consonant cluster of a one syllable word (onset)
  from the vowel and consonant following the onset
  (rime) is rare in Spanish
• Blending and Segmenting Individual Phonemes
• Blending phonemes into words, segmenting words
  into individual phonemes, and manipulating
  phonemes in spoken words

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Guidelines for Teaching Phonological
Awareness

• Model each activity, especially when it is first
  introduced
• Consider the number of syllables in a word
• Provide many opportunities for practice with
  feedback

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Guidelines for Teaching Phonological
Awareness

• Include a range of different types of activities
• Start with easier activities that many students
  know
• Extend the activities to the performance level of
  the students
• Use concrete objects (such as counters, blocks,
  picture cue cards) to help students manipulate
  sounds. Slowly, transition away from the
  concrete to the abstract.

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Linking Phonological Awareness and Print

• Phonological awareness instruction helps students
  make the connection between letters and sounds.
• Phonological awareness, especially phonemic
  awareness and letter-sound knowledge, should be
  introduced early. In Spanish, the vowels are
  introduced first.

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Why is Phonological Awareness Important?

• Focuses on the sounds of spoken language and how
  they can be blended, segmented, and manipulated
• In Spanish, syllable segmentation and
  manipulation is essential
• Provides the basis for understanding the
  alphabetic principle and lays the foundation for
  phonics and spelling
• Has been identified as a strong predictor of
  later reading success

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Student Expectations for Phonological Awareness
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Strategies and Activities to Develop
Phonological Awareness

• Expose students to poems, songs and nursery
  rhymes
• Use rhyme, alliteration, and patterned texts
• Play rhyming and alliteration games
• Integrate activities throughout the curriculum

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Monitoring Student Progress

• Identify students who are having difficulty
  acquiring phonological awareness and who need
  more intensive instruction
• Conduct brief, planned instructional assessments
• Observe and note students interactions while
  talking, reading, and writing
• Keep a portfolio of students work
• Use checklists
• Keep anecdotal records

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Monitoring Student Progress
In the Tejas LEE, phonological awareness is
assessed in sections called

• Rhyming,
• Segmenting syllables,
• Blending syllables,
• Identifying initial sounds,
• Blending phonemes, and
• Omitting initial sounds.

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Phonological Awareness
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Print and Book Knowledge

• What is it?
• Why is it important to literacy
  acquisition?

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Print and Book Knowledge
General knowledge of print and book concepts
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Print and Book Knowledge Includes

• Focusing on the use of print to record oral
  language
• Knowing the difference between a letter, word,
  sentence
• Identifying spaces between words
• Recognizing that capital letters and punctuation
  are used for special purposes and
• Knowing that a book is for reading.

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Print and Book Knowledge Includes

• Knowing the front, back, top, and bottom of a
  book
• Knowing how to handle books
• Knowing where to begin reading
• Knowing the functions of print and pictures and
  their relationship to each other and
• Knowing the title, author and illustrator.

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Why is Print and Book Knowledge Important?
Based on the past 20 years of investigation, the
most consistent predictive variables for locating
kindergarten children who may have trouble
learning to read words are those most directly
related to reading itself phonemic awareness,
graphophonemic knowledge (letter/sound), and
understanding of print concepts. Adams, 1990
Bryne Fielding-Barnsley, 1991,1993 Juel, 1994
Scanlon Vellutino, 1998 Share Stanovich,
1995.
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Student Expectations for Print and Book Knowledge
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Strategies and Activities to Develop Print and
Book Knowledge

• Environmental Print
• Shared Reading
• Center Time
• Small Group or One-On-One Instruction

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Environmental Print

• Represents one of the first types of print
  children learn to recognize.
• Introduces children to the relationship between
  print and reading.
• Can be a childs first experience in emergent
  literacy development.

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Shared Reading

• Reading is done with the children gathered around
  an enlarged text.
• Children are able to see the print and follow how
  it is read.
• The teacher models finger point
  reading-pointing a finger at each word read to
  demonstrate left-to-right and top-to-bottom.
• Book language is used.
• There is correspondence of spoken and written
  words.
• Repeated readings are valuable.

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Center Time

• Link centers to books, themes, and child
  interests
• Build vocabulary and world knowledge
• Model play dialogue and scenarios
• Include appropriate print materials, literacy
  tools and interesting artifacts in all centers
• Observe and interact with children
• Refresh centers with new themes and materials

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Small Group/One-On-One Instruction

• Meets individual student needs.
• Allows for more intensive instruction.
• Maximizes the opportunity for students to express
  what they know and to receive feedback.
• Serves as an ideal format to provide reading
  instruction.
• Targets specific students needs.
• Places students with similar knowledge and skills
  in groups of three to five.
• Focuses on instructional objectives based on
  current assessment data.

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Monitoring Student Progress

• Regularly monitor daily activities
• Use checklists to record progress
• In the Tejas LEE
• Teachers select a short storybook with pictures
  on the top of the page and the text at the
  bottom.
• The teacher asks the students to point to
• Where to start reading on the first page of text
• Where a sentence begins and ends
• A word, a letter, a capital letter

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Print and Book Knowledge
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Alphabetic Principle

• What is it?
• Why is it important to literacy
  acquisition?

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Alphabetic Principle
Understanding that the sequence of letters in
written words represents the sequence of sounds
(or phonemes) in spoken words
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Alphabetic Principle Includes

• Recognizing, naming, and producing the letters of
  the alphabet
• Using letter-sound knowledge and syllables to
  decode written language
• Using a variety of syllable strategies to read
  beginning reading texts and
• Using letter-sound knowledge to move towards
  conventional spelling.

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Recognizing, Naming, and Producing the Letters of
the Alphabet
GOAL
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ABCDEFGHIJKLMNÑOPQRSTUVWXYZ
Reprinted with permission from Neuhaus Education
Center, Bellaire, Texas.
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Letter-Sound Correspondence Instruction

• Is explicit and systematic,
• Presents initial instruction of vowels associated
  with syllables,
• Provides immediate clarification, and
• Progresses to blending syllables to read words.

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Guidelines for Teaching Letter-Sound
Correspondence

• Teach more frequently-used letters and sounds
• Establish a logical order of introduction
• Begin with a productive sequence that permits
  making and reading syllables and then words as
  quickly as possible
• Separate the introduction of auditorily similar
  letter-sound correspondences
• Introduce a few letter-sound correspondences at a
  time
• Provide many opportunities for practice

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Word Study Strategies for Accurate and
Fluent Decoding

• Blend together all of the syllables in a word
• Recognize high frequency words
• Use common spelling patterns
• Use common syllable patterns
• Use structural clues (compound words, base words,
  and inflections)
• Use knowledge of word order and context to
  support pronunciation and confirm word meaning

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Learning to Spell

• promotes letter-sound knowledge and
  phonological awareness.
• develops syllable-word knowledge.
• should be taught explicitly.

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Why is Alphabetic Principle Important?

• Understanding the alphabetic principle is key to
  learning to read in a language that is
  represented by an alphabet (Spanish and English).
• Research has demonstrated that Spanish successful
  readers rely primarily on syllable-word
  correspondences rather than context or pictures
  to identify familiar and unfamiliar words.

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Student Expectations for Alphabetic Principle
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Strategies and Activities to Develop
Alphabetic Principle

• Letter Recognition Activities
• Letter-Sound Correspondence Activities
• Word Study Activities
• Spelling Activities

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Monitoring Student Progress
Using formal and informal assessments, regularly
monitor the students ability to

• Identify letter names,
• Make appropriate letter-sound correspondence
  connections,
• Make appropriate blending of sounds to form
  syllables,
• Decode unfamiliar words,
• Read single words in isolation, and
• Read orally with fluency and accuracy.

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Monitoring Student Progress
In the Tejas LEE, alphabetic principle is
assessed in the sections called

• Graphophonemic Knowledge (K)
• Letter-name identification
• Letter-to-sound linking
• Graphophonemic Knowledge (1)
• Letter-to-sound linking only
• Sight Words (K)
• Word Reading (1 and 2)
• Dictation (2)
• Reading Accuracy and Fluency (1 and 2)

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Alphabetic Principle
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Fluency

• What is it?
• Why is it important to literacy
  acquisition?

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Fluency

• A combination of rate and accuracy that includes
  prosody expression, appropriate phrasing, and
  attention to punctuation. It is related to
  listening and reading comprehension, vocabulary
  development, and motivation to read.

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Fluency Includes
Prosody the expression, appropriate phrasing,
and attention to punctuation that readers use
when they read text orally (resembles spoken
language). Automaticity implies a quick and
accurate level of recognition, such as the
ability to quickly and accurately associate
sounds with letters in order to read syllables
and words.
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Why is Fluency Important?

• Fluency is related to listening and reading
  comprehension, vocabulary development, and
  motivation to read.
• Fluent word recognition is the key to good
  reading comprehension.
• Fluent readers are able to focus attention on
  understanding text.
• Nonfluent readers focus their attention on
  decoding, leaving less attention free for
  comprehension.

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Student Expectations for Fluency
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Strategies and Activities to Develop Fluency

• Model fluency by reading aloud daily, in an
  expressive manner, with correct phrasing and
  intonation, and at a rate similar to
  conversational speech
• Choral Reading¾reading in unison as a whole
  group, small group, or in pairs using an
  independent or instructional level text
• Chunking¾reading phrases, clauses, and sentences
  by dividing text into pieces

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Strategies and Activities to Develop Fluency

• Repeated Reading fosters fluent word
  recognition through multiple exposures to words,
  and enhances comprehension
• Teacher-assisted Reading
• Tape-assisted Reading
• Computer-based Reading
• Partner Reading
• Readers Theater

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Monitoring Student Progress

• Monitor students progress for fluency regularly
  and frequently
• Use texts at students appropriate reading level
• Use One-Minute Reading to calculate students
  fluency level

Words Read Correctly Per Minute
Number of Errors
-

Total Words Read
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Monitoring Student Progress

• Track fluency progress by using a graph and/or
  audio taping
• Motivates students to practice fluency
• Provides immediate feedback
• Shows progress
• Work collaboratively with students to record,
  discuss, and interpret fluency data
• Set goals for fluency building

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Fluency
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Comprehension

• What is it?
• Why is it important to literacy
  acquisition?

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Comprehension
The understanding of what has been read aloud,
and what has been read by the student
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Comprehension Instruction Includes

• Focused vocabulary acquisition activities and
  instruction,
• Read alouds to develop listening comprehension
  and oral language development,
• Use of both narrative and expository texts, and
• Development of comprehension strategies to
  self-monitor understanding.

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Vocabulary Acquisition

• Can be done through
• Instruction
• Meanings of new words
• Differences between words of similar meanings
• Connotations of words
• Correct usage of words based on context
• Read Alouds and Reading Independently
• Many new words and concepts in a variety of
  different genres

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Guidelines for Teaching Vocabulary

• Relate words and concepts to personal experiences
• Explain new vocabulary in less complex language
• Highlight vocabulary words by using oral or
  written cloze procedures
• Categorize words to show relationships
• Help students use visual imagery to remember words

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Read Alouds

• Provide opportunities for students to broaden
  their knowledge by listening to texts they would
  not be able to read independently,
• Improve vocabulary,
• Help students build knowledge about their own
  culture and the culture of others,
• Acquaint students with the language forms of
  written narrative and expository books,
• Enhance comprehension, and
• Aid in oral language development.

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Narrative and Expository Text

• Builds and extends world knowledge about a
  variety of topics,
• Extends vocabulary,
• Connects to real life experiences,
• Shows how different texts are organized and
  written, and
• Helps children distinguish different genres and
  fact from fantasy.

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Comprehension Strategies

• Questioning Continuum
• Think Alouds
• K-W-L Charts
• Narrative Story Maps
• Comprehension Charts
• Retelling favorite stories using book language
• Rereading texts
• Writing and making books
• Reconstructing sentences or stories using
  sentence strips

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Questioning Continuum
Ask questions before, during and after reading
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Guidelines for Scaffolding Discussions

• Model different ways to respond to questions
• Use questions and prompts to help students
  express their ideas
• Paraphrase and expand students responses
• Request clarification
• Build world knowledge of the topic and relate to
  real life experiences

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Guidelines for Scaffolding Discussions

• Promote questions and conversations among
  students
• Provide positive reinforcement for all types of
  responses
• Incorporate small group discussions as often as
  possible to actively involve students

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Teacher Think Alouds

• Demonstrate how readers think as they read,
• Allow you to occasionally stop reading and tell
  the students what you are thinking, and
• Provide a strategy for monitoring comprehension.

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Monitoring Comprehension Using Think Alouds

• Monitor to see if students
• Can make and later check or revise their
  predictions,
• Consider information that they have read earlier
  in the selection,
• Make inferences and draw conclusions,
• Form visual images of what is happening in a
  story or book,
• Paraphrase and/or summarize what they have read,
• Ask questions,
• Stop and reread if they are having difficulty,
• Note difficult words or confusing parts, and
• Use word strategies.

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K-W-L Charts

• Activate background knowledge,
• Set purposes for reading,
• Provide a graphic organizer for expository text,
  and
• Enhance comprehension.

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Narrative Story Maps
Beginning Setting and Character(s)
with a problem to solve or a goal to
achieve Middle Plot Series of events in
which the character(s) attempts to solve the
problem or achieve the goal End Resolution
Solution to the problem or accomplishment
of a goal theme is (sometimes) revealed
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Comprehension Charts

• Most often used with narrative text to help
  students
• Think about what they have read,
• Evaluate their thoughts and feelings, and
• Make connections.

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Guidelines for Teaching Comprehension

• Activate and build students background knowledge
• Demonstrate the importance of using comprehension
  strategies
• Incorporate discussions that go beyond right and
  wrong answers
• Provide opportunities for retelling, rereading,
  and other activities that enhance comprehension
• Model how to use before, during, and after
  reading strategies

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Why are Comprehension Strategies Important?

• Help students learn how to understand what they
  read
• Build and extend world knowledge about a variety
  of topics

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Student Expectations for Comprehension
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Monitoring Student Progress

• Have discussions and conversations about texts
  that include open-ended, more complex questions
• Observe students as they read and respond
• Have students retell stories

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Comprehension
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Written Expression

• What is it?
• Why is it important to literacy
  acquisition?

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Written Expression
The expression of thoughts, feelings and ideas in
written form
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Written Expression Includes

• Stages of Writing Development
• Stages of the Writing Process
• Reading-Writing Connection
• Handwriting Instruction and Practice

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Stages of Writing Development

• Drawing
• Scribbling
• Making Letter-like Forms
• Reproducing Letter Sequences
• Using Phonetic Spelling
• Spelling Conventionally

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Stages of the Writing Process

• Pre-writing
• Drafting
• Conferencing
• Revising
• Editing
• Sharing or Publishing

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Guidelines for Teaching Writing

• Model writing strategies by collaborating with
  students to write stories
• Teach the stages of the writing process
• Use a variety of ways to select writing topics
  and organize ideas
• Help students learn to write for a variety of
  purposes and audiences and in a variety of forms

102
Guidelines for Teaching Writing

• Introduce writing organizers to help students
  draft their writing or follow a specific type of
  text structure (narrative expository)
• Incorporate instruction in capitalization,
  punctuation, grammar, and usage to help students
  as they begin to read and write
• Provide opportunities for writing conferences
  with teacher and peers

103
Guidelines for Teaching Writing

• Encourage students to spell words independently
  by using Word Walls, Word Banks, and other
  classroom print
• Encourage students to routinely share and publish
  their writing
• Integrate writing throughout the curriculum

104
Reading/Writing Connection

• Writing and reading share a reciprocal
  relationship.
• Writing provides the opportunity for students to
  apply the alphabetic principle.
• Different text structures and reading content
  often are incorporated into students writings.

105
Handwriting

• Helps students communicate more effectively,
• Reinforces and extends writing and reading
  instruction, and
• Can be problematic for some students who have
  dyslexia or other reading difficulties.

106
An Effective Handwriting Program

• Includes frequent explicit instruction
• Models proper letter formation, correct posture,
  pencil grip, and paper position
• Provides opportunities for handwriting practice
  in isolation and in context and
• Incorporates a variety of techniques and methods
  to match individual needs.

107
Why is Written Expression Important?

• It is an important form of communication.
• It is a way to express thoughts, feelings, and
  ideas.
• It is an integral part of reading acquisition.

108
Student Expectations for Written Expression
109
Strategies and Activities to Develop
Written Expression

• Collaborative Writing
• Shared Writing
• Interactive Writing
• Writing Aloud

110
Monitoring Student Progress

• Observe students as they write and use conference
  times to assess and record their progress
• Keep anecdotal records
• Collect writing samples to show growth and
  development
• Evaluate written products and use this
  information to plan instruction

111
Written Expression
112
Features of Effective Instruction

• What are they?
• Why are they important to literacy
  acquisition?

113
Features of Effective Instruction
A balance of Assessing Progress¾Continually
examining student data from both formal and
informal assessments to determine students
knowledge and skills Designing Instruction¾Using
student data to plan effective instruction for
students Scaffolding¾Adjusting and extending
instruction (e.g., teachers language, tasks,
materials, group size) so that the student is
challenged and able to develop new skills
114
Features of Effective Instruction
Assessing Progress
Designing Instruction
115
Assessing Students Progress

• To guide instruction use
• Early Reading Inventories
  (Tejas LEE or other
  state approved instruments)
• Ongoing Assessments
  (e.g., teacher
  observations, student work)

116
Assessing Students Progress

• Compile all the data using
• Class Summary Forms
• Reading Group Planning Forms

117
Designing Instruction

• Identify areas of strength and needs
• Identify concepts that must be taught
• Set instructional goals
• Determine instructional needs to form student
  groups
• Develop a schedule
• Create a group management system

118
Designing Instruction

• Use a variety of grouping practices for different
  instructional purposes (e.g., mixed ability, same
  ability, small group, pairs, one-to-one)
• Regroup students regularly to reflect students
  progress and learning needs
• Look closely and frequently at assessment data

119
Designing Instruction
120
Designing Instruction
121
Scaffolding Instruction

• Sequence instruction of new concepts
• Reteach/review previously taught concepts
• Build and connect students background knowledge
• Model procedures
• Provide extensive practice with immediate error
  correction
• Try multiple techniques
• Maximize student engagement

122
Scaffolding Instruction
Acquisition of Knowledge
Abstract/Word Level
Symbolic/Picture Level
Concrete/Object Level
123
Monitoring Students Progress

• Regularly collect progress data on critical
  elements for all students
• Record student progress to show growth

124
Features of Effective Instruction in
the Classroom
125
Excellent teaching is one of the most effective
means of preventing reading difficulties. (Burns
Snow, 1999)