R.I.P. “SOUND IT OUT” WHAT ELSE CAN YOU SAY? FOSTERING STRATEGIC PROCESSING IN EARLY READERS Lauren Buck, MAEd, NBCT Chocowinity Primary School, NC Beaufort County Schools Reading Recovery® Teacher Early Literacy Specialist [email protected] 2015 North Carolina Reading Association Conference Raleigh, NC
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R.I.P. “SOUND IT OUT”WHAT ELSE CAN YOU SAY?
FOSTERING STRATEGIC PROCESSING IN EARLY READERS
Lauren Buck, MAEd, NBCTChocowinity Primary School, NCBeaufort County SchoolsReading Recovery® TeacherEarly Literacy [email protected]
2015 North Carolina Reading Association ConferenceRaleigh, NC
Goals for Today...
Confirm what you already know and learn something new!
Strengthen our understanding of effective prompting.
Understand the importance of sound-letter relationships.
Understand the importance of teaching children to self-monitor and do the work to solve a difficult word.
l i z a r d
b e a r
g a r a g e
40-50% of words cannot be solved by saying: “Sound it Out!”
“It is not helpful (or even fair) to a child for us to prompt with “sound it out” when the word is said, night, know, or any of the other gazillion words that do not follow basic phonics rules.”
~Johnson & Keier, 2010
What do I do? How?What is the QUICK fix?
Programs DON’T Teach!
Teachers DO!
“The intent is not to find an excuse for the lack of progress, or a label to explain the child’s difficulty, or to state what was wrong with the child’s past experience at home or at school. The intent is to find a way to get around the road block and re-establish accelerated learning.”
~M. Clay, 2005
Examine YOURSELF as a Teacher!
Are you focused on the Visibleor Invisible?
We are BRAIN SURGEONS
Numbers Activity
Turn the paper over and circle as many numbers in order as you can in 30 seconds.
Now let’s try again with a STRATEGY!
Building the Cueing System
Behaviors to encourage:
Rereading
Monitoring
Checking
Confirming
Self-Correcting
The Value of Running Records
Selecting a Text
THINK ABOUT…
Assessment results
Pinpoint a focus/TP
Student interest level
Variety of genres
Vocabulary
Language Structure
Strengths and weaknesses of your students
Remember that you are NOT teaching the book—you are using it as a resource to teach for strategies.
“Selection of appropriate errors to attend to is a skill teachers have to develop…”
~McNaughton, 1981
When is it best to stop and teach?
If the child notices the error and does some work.
At the end of the sentence.
At the end of the page.
Go back to it after the story has ended.
I urge you to WAIT! Give them a chance...
W—WHYA—AMI—IT—TALKING?
Noticing Meaning-What Makes Sense?
The brain looks for the most meaningful sign or piece .
Why do we read? To gain meaning—to get a message.
We teach early readers to notice pictures to teach them how to visualize and hold the “meaning” in the head while reading.
We read using context…what makes sense? What would fit?
Think about how vocabulary matters here!
“I’m going to go and see the [birds].”
Noticing Visual-What Looks Right?
Word Constructing
Directionality (everything works L-R), SLOW CHECK
Features of letters (begin with a line, circles, etc)
Letters make up words (show me first/last letter, capitals)
Spacing within words (does it look like a word?)
Changing vowels (map, mop)
Beginning letters (blends/digraphs)
Inflectional endings (ing, ed, s)
Onset/Rime (cat, mat, sat)
Taking words apart (chunking)
Ben is looking at a [dinosaur] card.
Ben’s [dinosaur] cake is a dinosaur!
Jack is [in] to bed.
Go-ing FIRST PART/LAST PARTSLOW CHECK!
Helping Letter Confusions
p b q d a Always prompt for meaning first when the error
is in text.
Teach tactile ways of remembering (movement).
Carefully discuss letter formation (around, up, down).
Letter sorting (tails, lines, circles, etc).
WRITING!
Make Links to Known
The-the
Can-Can’t-Cannot
Oh look! Oh dear!
Away-Asleep Across-Around
Inside-Outside Hillside
Because-Before Behind
Look-Book
The-This-That-There
Write that word, now read itNancy Anderson, 2012
Noticing Structure-What Sounds Right?
All children are language learners so we are all language teachers
Becoming literate involves learning a complex language
We can’t talk, read, or write messages without controlling structure
All languages and dialects are structured--this does not mean your child has a deficit
Explain how the book works and “book talk”
Find out what the child can control
Structure conveys, carries, and forms the meaning
Choose texts carefully
Demonstrate and MODEL!
How does the book work?Tells you what he likes and then shows you (Here is...)
“Here you [go], Tom,” said Dad.
Choppy or Smooth?
How to Foster Fluency
Provide familiar reading (Browsing Boxes)
Listen for pitch, stress, intonation
Model good reading
Select texts that lend to fluency
Make it “sound like talking”
Put words together (phrases)
Teach punctuation
Teacher reads then stops and student starts
Partner reading
Video/record reading
YOUR TURN!
Analyzing Strategic ProcessingLevel 5/D
look__
is_ SC_
m- __T
R
“What is spoken to the child is later said by the child to the self, and is later abbreviated and transformed into the silent speech of the child’s thought.”
~R.Tharp and R. Gallimore, 1989
Keep In Mind...
They’re children…they ARE NOT perfect!
Be insistent, consistent, and persistent to get a learning shift!
You really are a BRAIN SURGEON!
What you say DOES matter--THINK!
Questions? Comments?
Resources
Pat Johnson & Katie Keier (2010), Catching Readers Before They Fall, Stenhouse.
Irene C. Fountas & Gay Su Pinnell (1996), Guided Reading: Good First Teaching, Heinemann.
Jan Richardson (2009), The Next Step in Guided Reading K-8, Scholastic.
Marie Clay (2005), Literacy Lessons Designed for Individuals (Part 1/Part 2), Heinemann.
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