Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001 Phonemic Awareness PhonicsFluencyVocabulary Comprehension.

Framework for ReadingAdapted from National Reading Panel, 2000

Put Reading First, CIERA, 2001

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Decoding Comprehension

Comprehensive Word Study

Working with words

within the context of

authentic reading

Working with words

within the context of

authentic writing

Working with Words in Isolation

Principle #1Builds on a child’s rich concepts of how

print function

Creating an Awareness of Letters and Sounds How do we create an awareness of print? How do we create an understanding that print is

made up of words and those words stand for something?

How do we create an understanding that words are made up of letters?

How do we create an understanding that letters have names?

How do we create an understanding that letters and sounds are related?

How do we create an understanding of specific sound symbol relationships?

Principle #2 Builds on a foundation of phonemic

awareness





Principle #3Needs to be clear and direct

Principle #4Is integrated into a total program

Comprehensive Literacy Program

Global KnowledgeAffective Knowledge

Local Knowledge

Comprehensive Literacy Program

Global KnowledgeAffective Knowledge

Local Knowledge

Principle #5Focus on teaching words not rules

Principle #6May include onsets and rimes

Sound Patterns

Making Words

The word I know is ____________________

Making Words

mug hug

tug rug

The word I know is __bug__________________

Principle #7May include inventive spelling

Principle #8Develop independent word recognition

strategies focusing on the internal structure of the words

TALK-TO-YOURSELF CHART

Talk to yourself… Word #1 Word #2 Word #3

I hear __________________ sounds.

I see ___________________ letters.

The spelling pattern is____________.

The vowel is ___________________.

Word wall partner is _____________.

What else I know about the word

Principle #9Become automatic so we can devote time

to comprehension





Visual clues = sight vocabulary

Phonics better placed as a part of Word Study

High Frequency Sight Words

10 = 25% of all words in printthe inof thatand itto isa was

Making Words

in that mug a hug

tug of war It is on the rug.


Visual clues = sight vocabulary Morphemic clues = structural analysis

(like prefixes, suffixes, roots, compounds, contractions, etc.)


Inflected endings

(70% of all words with endings have one or more of these five endings)

-s-es-ed-ing-ly

How do I write syntactically correct sentences

without inflected endings?

Meanings of 60% of multisyllabic words can be inferred by analyzing word parts.

Making Words (Structure)

bugs bugged

buggy debug


Visual clues = sight vocabulary Morphemic clues = structural analysis (like

prefixes, suffixes, roots, compounds, contractions, etc.)

Context clues = looking at surrounding words to figure out unknown words


Typographical = phonemes (the smallest unit of sounds)

Structural = phonemes, which are the smallest units of sound,

Direct Definition = A phoneme is the smallest unit of sound

Antonyms and Synonyms= A phoneme, not a grapheme, is the sound

Similes and Metaphors = a phoneme is like a small piece of the word pie

Context Clues

Tone and Mood He was so frustrated trying to figure out the phonemes, he

suddenly stopped working on the tough word in the book.

Graphic = Here are the phonemes of dog /d/ /o/ /g/

Inferences = While the child wrote the word, she saw him write a letter for each phoneme.

Background Knowledge = I can use what I know to help me explain phonemes.

Context Clues

Making Words (Meaning)

insect surveillance device

annoy virus


Intensifying Weekly Messagefor Word Identification

How often?Effective daily routine that evolves throughout the year

How long?15-20 minutes in large group leave available for small group workleave available for independent center

REMEMBERStay focusedon the students’ needson the critical skills and strategies

Intensifying Weekly Messagefor Word Identification

Monday:Interactively Write MessageShared and Assisted Rereadings of Message

Tuesday:Review Message with a focus on specific graphophonic cues (phonograms, individual sounds, patterns)

Wednesday:Review message with a focus on high frequency words

Thursday:Review message with a focus on structural elements (chunks, affixes)

Friday:Review message with a focus on context-based activities (semantic and syntactic cues)

Weekly Message

It’s Tornado Safety Week. A tornado is a very powerful wind storm. On Friday, we’ll have a tornado drill. A drill is a practice run. We’ll learn what to do to be prepared or ready for a tornado. It could happen at any time, so let’s make sure we know what to do!

Weekly Message: Sound


Phonograms (or, ill, at, ake) Patterns (cvvc, cvc, cvce) S/S (w and /w/)

Weekly Message: Sight Words


Weekly Message: Structure


Suffixes, prefixes, roots, compounds, contractions

Weekly Message: Context


Direct definition, pairing synonym or antonyms

Comprehensive Word Study

Working with words within the context of

authentic reading

Working with words within the context of

authentic writing

Working with Words in Isolation

Using your knowledge of word identification strategies (e.g., use of phonics, analysis of word structure, use of context clues, identification of sight words), write a response in which you:

• identify one of Daniel's strengths in using word identification strategies; and

• identify one of Daniel's weaknesses in using word identification strategies.

Be sure to cite specific evidence from the information shown above to support your response.

“The clown got on and the lady got on and the boy got on and the girl got on and the bear got on and the bicycle got squashed.”

Text Student One

Student Two

“The clown got on and the lady got on and the boy got on and the girl got on and the bear got on and the bicycle got squashed.”

“The clown got on and the lake got on and the box got on and the girl got on and the bear got on and the bil got square.”

“The clown got on and the girl got on and the man got on and the girl got on and the bear got on and the bike got flat.”

Measures of Differences that are Critical

Was the reading correct? Was the reading corrected? Was the reading comprehended? Was the reading attempted? Did the reading stall?

Five Patterns Observed During Oral Reading

The Bicycle

Student One Student TwoAccuracy 89% 89%

Errors lady bicycleboy squashed

lady bicycleboy squashed

Miscues lake bilbox square

girl bikeMan flat

The BicycleStudent One

Student Two

Assessment

Accuracy 89% 89% Fails to recognize critical differences

Errors lady bicycleboy squashed

lady bicycleboy squashed

Fails to recognize critical differences

Miscues lake bilbox square

girl bikeMan flat

Identifiescritical differences

Rate 58 wpm 62 wpm Identifies differences that are not critical

Differentiating Response to Readers

Reader Performance

What pattern would teachers observe?

What is working

What needs to be worked on?

What else should be considered?

Correct Accurate The reader is reading with confidence, comfort and competence.

Consider adjusting the expectations for the reader.

Is the material being read an appropriate match?

What are your instructional goals for the reader?

Corrected. Accurate but with self-corrections

The reader is monitoring meaning and adjusting when errors are made

Look closely at self-corrections to see what cueing strategies might need to be strengthened.

What does the reader need to be more accurate as they make meaning?

Differentiating Response to Readers

Reader Performance

What pattern would teachers observe?

What is working

What needs to be worked on?

What else should be considered?

Comprehended Meaning-based miscues

The reader is making sense as s/he reads..

The reader may need to focus more closely on using graphophonemic and visual cues.

Does the reader need to slow down, be more accurate with decoding and/or more balanced in his/her strategy use??

Attempted Non-meaning based miscues

The reader is taking risks with reading.

The reader may need to focus closely on using semantic and syntactic cues.

Is the reader overrelying on decoding to the detriment of fluency & comprehension?

Does the reader need to be more accurate as they make meaning?

Wait!Ask the reader to tell what s/he is trying to do

Ask the reader to show you the part s/he is working on

Focus the reader’s attention…On the sentence

On the wordOn the word part

On the letterThen rebuild

If the Reading is Stalled

TOLDS are given to support meaning and fluency. One error is given per TOLDHowever, a TOLD is given ONLY when:

1. The reader makes no attempt at an unknown word or appeals to the teacher.

Teacher Prompt:Wait 5 seconds Say “You try it.” Notate attempts, if any If still unsuccessful, give a TOLD

OR 2. A child makes several unsuccessful attempts at an unknown word and does not continue reading.

Teacher Prompt:Notate all (multiple) attempts Student stops or appeals Give a TOLD

TOLDS affect the student’s number of miscues, his/her fluency, comprehension, and problem solving. Therefore, teachers should not give the “TOLD” until the procedures above are followed. If TOLDS are given quickly and without following the proper procedures, it can affect the outcome of the running record. If a student stops and does not attempt a word, teachers need to tell the child “You try it.” This encourages the student to apply all the reading strategies they know, discourages the use of too many “TOLDS” which means more errors, and allows the teacher to notate and analyze the use or non-use of the strategies for further teaching purposes.

RETROSPECTIVE MISCUE ANALYSIS

QUESTION ANSWER HOW DO YOU KNOW? WHY DO YOU THINK SO?

What was the word on the page?

What word did you say?

Did the word you say make sense?

Did the word you say sound right?

Did the word you say look like the word on the page?

Did you correct the word?

Did you need to correct the word?

Oral Reading Sample Accuracy of Word Identification Strategies for Word Identification Reading Level Self-correction rates Summary of Observed Reader behaviors Comprehension check through retelling

or responding to questions Fluency check through rate measure Fluency check through rubric scale

92/96 = 96%

Miscue AnalysisWord nee

dneed

pat drop

soon soon you’ll tall bla/blee

Total

Miscue no know

put dirt sun son will time

bloom

Meaning? No Yes Yes Yes No No No Yes No 4/9

Syntax? No Yes Yes Yes No No No Yes No 4/9

Visual? Yes No Yes Yes Yes Yes Yes Yes Yes 8/9

Beginning?

Yes No Yes Yes Yes Yes No Yes Yes 7/9

Middle? No No No No No Yes No No No 1/9

End No No Yes No Yes Yes Yes No No 3/9

Making Words

bud bum

bun bus


Making Words

bag beg

big bog


Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001 Phonemic Awareness PhonicsFluencyVocabulary Comprehension.

Documents