Mrs. Warf and I had very different reactions to the training...But we both agree on one thing.
IT'S SO NEEDED!
Baker's data...Look in your envelope. Stand if you are green. Stand if you are red. We are failing our kids. Something's gotta change.
Disclaimer:
We are not the experts. We are bringing this message to you because we feel strongly about what we saw and heard.
Ready to Enter the Science of Reading Matrix?
Ready to enter the Science of Reading matrix?
"Science of Reading" is code for: information so boring nobody ever read it.
- Visual cues (letters and letter sounds) should be the primary strategy used to decode.
- Memorization is not the most effective way to learn words.
- Phonemic awareness is an integral component of learning to read.
- Phonics instruction should be a daily component of literacy instruction.
- Do the SEPA! Systematic, Explicit, Practice, Assess.
APA FORMAT ONLY!
info
Heeeey..... SEPA Ladies!
Systematic
Do it SEPA style!
Explicit
gotta Practice...Hey!
and Assess it... Hey!
Systematic Explicit Practice Assess it
And now....Ms. Moore will perform the SEPA Style dance.
- Here’s the good news: Most educators have gotten the message that K-5 students need to learn the foundational reading skills outlined in the standards: print concepts, phonological awareness, phonics and word recognition, and fluency. The bad news? The foundational skills instruction that students receive is too often incomplete and ineffective. Districts are “checking” the foundational skills box but are using practices of questionable quality and not addressing all of the foundational skills. It’s not enough to just do foundational skills. They must be taught completely—yet efficiently—with quality/systematic materials to build capacity for comprehending lengthy, advanced literary, and informational texts.
Truth !
I am one of those who checked it off the standards list thinking I had taught it.
How many of these strategies/ activities have you done?
look for picture clues
There is a better way
flashcards
beanie baby reading strategies
Rainbow Writing
teaching confused letters together
Sight word stamp
Word walls
Ok! Let's imagine that you have gone to a new job. When you get there you learn about all different types of buttons, threads, fabrics and zippers.
but no one tells you that you are manufacturing jeans? Yet that’s often how reading instruction can feel for children.
So how do we aggressively fix phonological problems and teach phonemic awareness to an advance level
Following the TNFSCS with integrity will ensure that students receive daily foundational skills
instruction that is rooted in sounds first and the absence of cueing with opportunities to take the skills
lesson to application in reading and writing. Trust the progression of foundational skills and routines;
these will provide continuity for students as they move to the next grade level.
Let's go through a lesson quickly to show how to prep it for teaching
Link to Best for All Foundational Skills
https://bestforall.tnedu.gov/binder/foundational-skills-resources/tnfscs
Different format to retrieve materials
https://openedx.tneducation.net/courses/course-v1:TDOE+fs101+2020YL/about
Quick break to flip through Unit 1 notebooks
also AKA:
Aligned Text
Predictable text
Decodable TEXT
Has content AND phonics pattern. Students gain practice with phonics patterns while also being exposed to content and rich storylines. May have high interest topics that draw in reluctant readers.
Can pull student attention away from text. Students can memorize instead of actually reading. Storyline can be boring due to limited plot and repeated sentences. Not much control over phonics contained in story.
Provides practice for phonics patterns. Very controlled text. May have limited storylines and low level vocabulary. Students may have command over text. Could be used for independent reading.
+ info
+ info
+ info
Word Wall vs.Sound Wall
Word wall Way
It has been used and promoted as a must do in the balance literacy program in the past.
Sound Wall Way
Not really new thinking to reading science thinkers but focuses in on placing sounds on the wall and sound spellings to help students further with reading and writing
My room before
Kaitlyn?
Remember that time I set out your sub plans?
Andrea?
Toni?
PLEASE someone else talk
VS
Visual memory strategies
Science of Reading
Uses visual memory as the main strategy to teach HFW.
Uses science based practicies to teach high frequency words.
The winner is....
Strategies that promoted orthographic mapping are more effective than memorizing.
SCIENCE OF READING!
Highlight connections between words
Orthographic Mapping Strategies
These are a few strategies that promote long term memory
#5
#3
#1
Encourage attending to all letters.
#4
Elkonin Boxes
#2
Teach the heck out of segmenting
"Code" irregular parts
Write sight words 3x each
Students guess words based on pictures.
Allowing students to "discover"phonics patterns on their own by exposure to text.
Teaching phonics patterns as students happen to come across them in text.
Only using a word wall
Using Flashcards
Students reading predictable text.
Saying "English is just crazy sometimes."
Focusing just on phonics for struggling readers.
Patience but Persistence
It will take time for all of us to learn the new routines and resources
Suggestions for getting started
- Teacher guide printed
- decodable printed (can be projected but better if each student has a copy)
- print out sound cards/spelling cards
- print out student individual code charts
- print student workbook pages just as needed
Ways to implement
75 mins (ideal way to teach it)
Ideal way to teach it for strong foundational literacy experiences (use the FSCS as written)
60 mins
Then I will separate the Sounds First component (15 minutes) and do it during another
part of my day (Ex. morning meeting, lining up for lunch, brain break after math
lesson). I will do the remainder of the lesson during my 60-minute foundational skills block
45 mins
Then I will separate the Sounds First component (15 minutes) and do it during another
part of my day (Ex. morning meeting, lining up for lunch, brain break after math
lesson). I will do the remainder of the lesson during my 45-minute foundational skills block.
However, the practice opportunities (Ex. extra chaining, phrase reading, or rereading
of decodables) will be moved to another part of my day (Ex. small group, independent
reading)
So for the Elephant in the room . . .
How do we manage the balance between the TNFSCS and the district adopted Wonders? Both foundational skills and knowledge building are critical in early literacy. It
is essential that students receive daily instruction for both. So what are your ideas in order to do this effectively?
“But you don’t have to take our word for it”
And now.... The only time you will hear Mrs. Warf cuss...
Oh Shift!
No more incidental phonics - where it is just used from a text where it shows up
No more look at the picture clues or context clues
systematic
decode itwith sounds
Students must get all 4 components with sound spellinghear it/say it/read it/spell it
reading is a set of strategies that
can be taught in isolation and then
applied to any text
No picking and choosing because of time
strategies once decoding is fully in place
Brooke?
Mel?
Mr. Clanton gave us 2 hours
This presentation is a mixture of the following:Week 1 & 2 Best For All Shifting the BalanceEquipped for Reading Success All deal with SOR (the science of reading).
It's up to you...
Science of Reading
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Transcript
Mrs. Warf and I had very different reactions to the training...But we both agree on one thing.
IT'S SO NEEDED!
Baker's data...Look in your envelope. Stand if you are green. Stand if you are red. We are failing our kids. Something's gotta change.
Disclaimer:
We are not the experts. We are bringing this message to you because we feel strongly about what we saw and heard.
Ready to Enter the Science of Reading Matrix?
Ready to enter the Science of Reading matrix?
"Science of Reading" is code for: information so boring nobody ever read it.
APA FORMAT ONLY!
info
Heeeey..... SEPA Ladies!
Systematic
Do it SEPA style!
Explicit
gotta Practice...Hey!
and Assess it... Hey!
Systematic Explicit Practice Assess it
And now....Ms. Moore will perform the SEPA Style dance.
- Here’s the good news: Most educators have gotten the message that K-5 students need to learn the foundational reading skills outlined in the standards: print concepts, phonological awareness, phonics and word recognition, and fluency. The bad news? The foundational skills instruction that students receive is too often incomplete and ineffective. Districts are “checking” the foundational skills box but are using practices of questionable quality and not addressing all of the foundational skills. It’s not enough to just do foundational skills. They must be taught completely—yet efficiently—with quality/systematic materials to build capacity for comprehending lengthy, advanced literary, and informational texts.
Truth !
I am one of those who checked it off the standards list thinking I had taught it.
How many of these strategies/ activities have you done?
look for picture clues
There is a better way
flashcards
beanie baby reading strategies
Rainbow Writing
teaching confused letters together
Sight word stamp
Word walls
Ok! Let's imagine that you have gone to a new job. When you get there you learn about all different types of buttons, threads, fabrics and zippers.
but no one tells you that you are manufacturing jeans? Yet that’s often how reading instruction can feel for children.
So how do we aggressively fix phonological problems and teach phonemic awareness to an advance level
Following the TNFSCS with integrity will ensure that students receive daily foundational skills instruction that is rooted in sounds first and the absence of cueing with opportunities to take the skills lesson to application in reading and writing. Trust the progression of foundational skills and routines; these will provide continuity for students as they move to the next grade level.
Let's go through a lesson quickly to show how to prep it for teaching
Link to Best for All Foundational Skills
https://bestforall.tnedu.gov/binder/foundational-skills-resources/tnfscs
Different format to retrieve materials
https://openedx.tneducation.net/courses/course-v1:TDOE+fs101+2020YL/about
Quick break to flip through Unit 1 notebooks
also AKA:
Aligned Text
Predictable text
Decodable TEXT
Has content AND phonics pattern. Students gain practice with phonics patterns while also being exposed to content and rich storylines. May have high interest topics that draw in reluctant readers.
Can pull student attention away from text. Students can memorize instead of actually reading. Storyline can be boring due to limited plot and repeated sentences. Not much control over phonics contained in story.
Provides practice for phonics patterns. Very controlled text. May have limited storylines and low level vocabulary. Students may have command over text. Could be used for independent reading.
+ info
+ info
+ info
Word Wall vs.Sound Wall
Word wall Way
It has been used and promoted as a must do in the balance literacy program in the past.
Sound Wall Way
Not really new thinking to reading science thinkers but focuses in on placing sounds on the wall and sound spellings to help students further with reading and writing
My room before
Kaitlyn?
Remember that time I set out your sub plans?
Andrea?
Toni?
PLEASE someone else talk
VS
Visual memory strategies
Science of Reading
Uses visual memory as the main strategy to teach HFW.
Uses science based practicies to teach high frequency words.
The winner is....
Strategies that promoted orthographic mapping are more effective than memorizing.
SCIENCE OF READING!
Highlight connections between words
Orthographic Mapping Strategies
These are a few strategies that promote long term memory
#5
#3
#1
Encourage attending to all letters.
#4
Elkonin Boxes
#2
Teach the heck out of segmenting
"Code" irregular parts
Write sight words 3x each
Students guess words based on pictures.
Allowing students to "discover"phonics patterns on their own by exposure to text.
Teaching phonics patterns as students happen to come across them in text.
Only using a word wall
Using Flashcards
Students reading predictable text.
Saying "English is just crazy sometimes."
Focusing just on phonics for struggling readers.
Patience but Persistence
It will take time for all of us to learn the new routines and resources
Suggestions for getting started
Ways to implement
75 mins (ideal way to teach it)
Ideal way to teach it for strong foundational literacy experiences (use the FSCS as written)
60 mins
Then I will separate the Sounds First component (15 minutes) and do it during another part of my day (Ex. morning meeting, lining up for lunch, brain break after math lesson). I will do the remainder of the lesson during my 60-minute foundational skills block
45 mins
Then I will separate the Sounds First component (15 minutes) and do it during another part of my day (Ex. morning meeting, lining up for lunch, brain break after math lesson). I will do the remainder of the lesson during my 45-minute foundational skills block. However, the practice opportunities (Ex. extra chaining, phrase reading, or rereading of decodables) will be moved to another part of my day (Ex. small group, independent reading)
So for the Elephant in the room . . .
How do we manage the balance between the TNFSCS and the district adopted Wonders? Both foundational skills and knowledge building are critical in early literacy. It is essential that students receive daily instruction for both. So what are your ideas in order to do this effectively?
“But you don’t have to take our word for it”
And now.... The only time you will hear Mrs. Warf cuss...
Oh Shift!
No more incidental phonics - where it is just used from a text where it shows up
No more look at the picture clues or context clues
systematic
decode itwith sounds
Students must get all 4 components with sound spellinghear it/say it/read it/spell it
reading is a set of strategies that can be taught in isolation and then applied to any text
No picking and choosing because of time
strategies once decoding is fully in place
Brooke?
Mel?
Mr. Clanton gave us 2 hours
This presentation is a mixture of the following:Week 1 & 2 Best For All Shifting the BalanceEquipped for Reading Success All deal with SOR (the science of reading).
It's up to you...