Oral lang reading development

1. Principles of EffectivePrinciples of Effective
Teaching of ReadingTeaching of Reading
(and Writing)(and Writing)

2. Effective teachers…
1. understand how children learn (student-
centered approaches that appreciate
social and cognitive development)
2. support children’s use of multiple cueing
systems (sound, meaning, structure,
visual, social)
1. I see the dog > I see the puppy.
2. I see the dog > I see the dish.
3. I see the dog > I seven the dog.
3. Create a community of learners
(opportunity, responsibility,risks,
and choices)

3. Effective teachers…
4. Adopt a balanced approach to literacy
instruction
• Balance reading and writing (oral, reading, vocabulary,
comprehension, phonics, spelling, content-area study)
• Balance ways of teaching
• Flexibly meet the needs of students
• Balanced vs. comprehensive
5. Scaffold children’s reading and writing (based
on their development)
6. Use a combination of modeled > shared >
interactive > independent activities
Gradual release of responsibility….

4. Effective Teachers…
Gradually Release Responsibility
MODELED SHARED INTERACTIVE INDEPENDENT

5. Effective teachers…
7. Use literature in their instruction
8. Organize literacy instruction in one of four ways
• (a) Basal
• (b) literature focused
• (c) literature circles
• (d) reading & writing workshop
9. Connect instruction and assessment (identify,
monitor, assess, analyze, adjust)
10. Become partners with parents.

6. So how do readers and
writers DEVELOP?
• Children weave reading and writing skills,
oral language, and story sense together as
they grow and socially interact with others
• Developmental:
– the level of instruction must match the level of
word/reading knowledge of the learner
– individuals may vary in their rate of progress
through these stages, but most tend to follow
the same order of development

7. Language Development

8. Activity: The 30 Second
Conversation
• Make time for authentic conversation
• Focus on activities that develop speaking,
listening, and conversational skills.
• Let’s try it: Walk around room and introduce
yourself to someone you do not already know.
• Have a 30 second conversation with each
partner, speaking & responding in authentic
conversation.
• We will repeat this 3 times.

9. Connecting Speech to Print
• Some: make the connection
automatically through rich and frequent
exposure to oral language
• Most: benefit from explicit instruction
in that essential relationship
• Few: will not develop the understanding
unless they have explicit, direct
instruction, plus many opportunities for
repetition to become proficient
readers

10. Stages of Reading
Development
• Emergent Reader - preschool; “reading”;
environmental print
• Beginning Reader - understanding of the
alphabet and words (concepts of print)
• Transitional Reader - recognizing and
manipulating within word differences
• Intermediate Reader - Fluency and
“problem-solving” about the meaning
• Advanced Reader - Reading to learn

11. Stages of Spelling
Development
• I. Emergent spelling
• II. Letter Name-Alphabetic Stage
– Early letter name-alphabetic spelling
– Middle to late letter name-alphabetic
• III. Within-word pattern Spelling
• IV. Syllables and affixes Spelling
• V. Derivational Relations Spelling (meaning)

12. The Big 5
(National Reading Panel Report, 2000)
• Phonemic Awareness (manipulating sounds)
• Phonics (relationship between sounds and visual letters)
• Fluency (speed and accuracy)
• Vocabulary (listening, speaking, reading, and writing)
• Text Comprehension (active and purposeful
meaning making)
Developmental OR balanced/comprehensive???

13. Homework
• Rhode Island Literacy Policy
– Typical Development: p. 17-19;
– 5 Components of Literacy: p. 20-35
• Skim Reading First Materials
• Connect to RI GLE’s for Reading K-5
– Use Reading Guide to take brief notes
to prepare for class activity – save for
homework the next class too