That Work!

FUN Reading Interventions

Presented by: Dave, Carly, and Deanna

Disclaimer

The following interventions are designed for the whole class. They are not intensive interventions that require small group instruction.

Word Vomit

• Nonstop writing
• Spelling, punctuation, grammar don’t matter
• Will be disjointed

How-to

Welcoming Routine

• Low stakes practice
• Get thinking
• Experience success in writing

Word Vomit Prompt

• What do you know about literacy?
• Teaching?
• Learning?
• Reading for fun?

5 minutes

5 minutes

• What is one food that you will never get tired of?

Learning Intentions

• Similarities in Secondary Schools
• Data - Trends
• Northridge
• Literacy Strategies 22-23
• Literacy Strategies 23-24
• Data

NHS Grade 10 Story

Tradition

Reading strategies are only taught in elementary school.

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Assessment to prove participation and focus is on comprehension.

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Holding us back

• Book reports
• Whole class novels excessive length of time
• Comprehension without scaffolds
• Essays w/o writing process instruction
• Teaching out of context
• Busywork

Moving us forward

• Reading for run
• Gamifying literacy strategies
• Writing process with variety
• Grammar and vocab taught in context
• Student ownership
• Safe place to question
• Safe place to fail
• Safe place to explore

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• Data from end of level assessments improves
• Student engagement not compliance improves

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• Students have confidence in their abilities
• Students are more curious

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• Bigger gaps
• Engagement drops
• Point chasing over engagement

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EIGHT STUDENTS TESTED OUT, SOME WITH TWO FULL GRADE LEVELS OF GROWTH.

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SIX STUDENTS IMPROVED BY A FULL GRADE LEVEL.

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NINE STUDENTS IMPROVED BY HALF A GRADE LEVEL.

North Layton Jr. High Data

30 STUDENTS

5 MONTHS

30 MINUTES A DAY

GAMIFIED PHONICS AND MORPHOLOGY EVERY DAY

HOW DO YOU TEACH STRUGGLING READERS?

Weaker readers, especially students who are still struggling to “decode” and read words fluently, often get frustrated and aren’t able to accomplish much reading during independent reading time..

Stronger readers get harder texts and weaker readers get easier texts. But reading research shows that students learn more when they’re challenged by difficult texts.

What Doesn’t Work

Cueing

For example, a child might see a picture of an animal and guess that the word “horse” is “pony” in a sentence and then check to confirm that the wrong word, “pony,” makes sense in the context of the other words. No research supports this teaching technique

Independent Reading

Leveled Reading

Even in secondary education, some students may benefit from explicit phonics instruction. This involves teaching the relationships between sounds and letters systematically and explicitly.

Focus on expanding students' vocabulary. Encourage them to use context clues, morphemes, and word parts to derive meaning from unfamiliar words.

What Does Work

Morphology

Morphemes are the smallest units of meaning in language). Understanding prefixes, roots, and suffixes can significantly enhance vocabulary and decoding skills.

Phonemic Awareness and Phonics

Vocabulary

Phonemic Awareness

• Syllables
• Alliteration
• Onset-rime (ex: h+am, cl+ean)

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What to work on

Phonological Awareness

The Conscious awareness of all levels of the speech sound system

The conscious awareness of individual speech sounds in spoken syllables & the ability to consciously manipulate those sounds

Phonological Awareness & Phonemic Awareness

Phonemes

• Counting ex: how many sounds in each?2
• Blending ex: listen to each sound--/m/ /ă/ /n/ What is the word? man
• Segmentation ex: what are the sounds in pan? /p/ /ă/ /n/
• Deletion ex: sleep without s=leap
• Substitution ex: chose with 1 sound change =those
• Reversal ex: cat reverse the first and last sounds = tack

Word Mapping

Phoneme Grapheme Mapping

Rapid Word Recognition

Three Tiers of Vocabulary Instruction

Tier 3 words are domain or content specific--explain briefly, teach morphology

Tier 2 words are more sophisticated, high-frequency words found across curriculum and texts. FOCUS HERE!

Tier 1 words are basic words for everyday conversation. Multilingual Learners need support here.

Teach Morphemes

Explicit Process for Teaching a Word

Semantic Feature Analysis

Nuances of Meaning

Gradable Antonyms

Shades of Meaning

Phonics Blocks

• Write the phonemes on Legos or blocks, or purchase these on Amazon (links on interactive guide)
• Put students into partners or small groups and give students a phoneme block.

• Students practice making the sounds (checking visually and acoustically)
• Sound wall cards that show how to make the sounds
• Handheld mirrors to check that they are making the sounds correctly
• Speaking into PVC phones to hear themselves and their partner making the sounds

Isolate the phoneme

• Let students build words from these phonemes!
• Dry erase sheets are great for this! How many words can they generate from the phoneme? What patterns do they notice? What happens to the phoneme as it is placed in different parts of a word?
• Students can pass the blocks to practice with other phonemes. Students can even combine with other groups to try to build words with multiple phonemes.

Sound check

Now, build!

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Word Games

Sound

Spell

Read

Define

Clap

Students put phonemes on bingo board.

Teacher says a word.

Students mark off sounds that they hear in the word.

Phoneme Bingo

Create a set of index cards with root words written on the front

Students quiz in partners and guess

Partner gives other word parts to help them guess the root.

Root Word Heads Up

Vocab Simon Says

Interactive Guide

An awesome guide full of resources!

• Pacing guideline
• Resources for all areas:
• Background knowledge
• Vocab/Phonics
• Text Comprehension
• Oral/Written Language Development
• Closing Strategies
• In progress!

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Now you try!

Literacy Interactive Planning Guide.docx

Let’s talk about it.

What is a new strategy that you could use in your classroom?

Are there any strategies you have tried before?

Closure

Morphology

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Phonemic Awareness and Phonics

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Vocabulary

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