01 Overview of Reading Instruction
Summary
TLDRThe video script introduces a comprehensive model for reading instruction, focusing on foundational concepts for effective literacy development. It outlines a structured approach starting from kindergarten to third grade, termed the 'learning to read' process. The model emphasizes the importance of concepts about print, such as book handling and directionality, and phonemic awareness, including sound identification and segmentation. It suggests using multi-sensory activities to overcome letter confusions and stresses the necessity of these foundational skills for successful decoding and comprehension, aiming to achieve a high level of reading comprehension by 8th grade.
Takeaways
- 📚 The script introduces a model of reading instruction that is critical for understanding the process of teaching children to read.
- 🔍 The model covers four main areas: foundations of reading, decoding and fluency, vocabulary development, and comprehension development.
- 🎯 The foundations of reading are divided into concepts about print and phonemic awareness, with specific benchmarks assigned to grade levels.
- 🕒 Concepts about print are introduced at 9:00 a.m. on the model's clock, emphasizing the progression from book concepts to sentence and word concepts, culminating in letter names.
- 📖 Phonemic awareness is set at 10:00 a.m., highlighting the development from sound identification to blending and segmenting, with segmenting being a key skill.
- 👶 The learning to read process, abbreviated as 'LTR', is focused on kindergarten through third grade and is considered the initial phase of reading instruction.
- 🔠 The importance of letter names is emphasized, especially for letters that are visually similar and can cause confusion, such as 'p', 'b', 'd', and 'q'.
- 👀 Multi-sensory activities are recommended to help children understand letter names, involving as many senses as possible to enhance learning.
- 🧠 Metacognitive approaches are hinted at as part of the teaching strategy, though not fully explained in the provided script.
- 🔄 The model operates in a clockwise direction, mirroring the movement of a clock's minute hand, to illustrate the progression of reading skills.
- 📈 The script suggests that understanding the foundations of reading and phonemic awareness is crucial for successful decoding and later comprehension skills.
Q & A
What is the primary focus of the model of reading instruction being discussed?
-The primary focus of the model is to provide a comprehensive and logical approach to reading instruction, covering the foundations of reading, decoding and fluency, vocabulary development, and comprehension development.
Why is it important to understand the model of reading instruction presented in the script?
-Understanding the model is important because it offers a structured way to teach reading, starting from the basics and moving towards more advanced skills, ensuring that students build a strong foundation for reading comprehension by 8th grade.
What are the different stages of reading instruction according to the model?
-The stages include the foundations of reading, decoding and fluency (spanning grades 1-3), vocabulary development (grades 4-8), and comprehension development (grades 4-8).
What does the term 'learning to read process' refer to in the context of the model?
-The 'learning to read process' refers to the initial stage of reading instruction, which is focused on kindergarten through third grade, and includes the development of foundational reading skills.
What are 'Concepts about print' and why are they important for early reading instruction?
-Concepts about print are the basic understanding of how books work and the directionality of text. They are important because they set the stage for children to understand the structure of written language before they start decoding words.
What is 'pheic awareness' and how does it differ from 'Concepts about print'?
-Pheic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. It is separate from concepts about print and involves a different set of skills related to the sounds of language rather than the visual aspects of text.
Why is it necessary to teach children to distinguish between upper and lowercase letter names?
-Teaching children to distinguish between upper and lowercase letters is important because it helps them recognize the shape and name of each letter, which is crucial for decoding words and understanding written language.
What is the significance of segmenting sounds in the development of reading skills?
-Segmenting sounds is significant because it allows children to break down spoken words into individual sounds, which is a foundational skill for decoding and understanding that words are made up of smaller units of sound.
Why are some letters like 'p', 'b', 'd', and 'q' more challenging for children to learn?
-These letters are challenging because they are visually similar, which can lead to letter confusion. Children may overgeneralize the concept that objects remain the same no matter how they are oriented, which does not apply to letters.
What are 'multi-sensory activities' and how do they benefit reading instruction?
-Multi-sensory activities involve using multiple senses, such as sight and touch, to engage with learning materials. They benefit reading instruction by helping children with letter confusions to better understand letter names through a variety of sensory experiences.
How does the model suggest organizing and teaching the different components of reading instruction?
-The model suggests a clockwise approach, starting with the most basic concepts and gradually moving towards more complex skills. This organization helps to ensure that each component is built upon the previous one, creating a solid foundation for reading comprehension.
Outlines
📚 Foundations of Reading Instruction
The script introduces a model of reading instruction, emphasizing the importance of understanding its components. The speaker outlines the foundations of reading, decoding, fluency, vocabulary development, and comprehension, assigning grade level benchmarks to each. The model is presented as a logical, one-page view that progresses in a clockwise direction, aiming to establish comprehension by 8th grade. The lecture focuses on the 'learning to read' process for kindergarten through 3rd grade, detailing the foundational concepts necessary for early reading success.
🔍 Concepts About Print and Letter Awareness
This paragraph delves into the specifics of 'concepts about print' and 'phonemic awareness' as foundational to reading. 'Concepts about print' include understanding book mechanics, directionality of text, and word boundaries. 'Phonemic awareness' involves recognizing, blending, and segmenting the sounds in words. The speaker highlights the importance of these concepts for decoding and stresses the need for multi-sensory activities to help children distinguish between visually similar letters. The paragraph also addresses common letter confusions and the role of metacognition in learning.
🎓 Importance of Segmenting in Reading
The speaker underscores the critical role of segmenting in phonemic awareness, which is essential for decoding. Segmenting involves breaking down words into individual sounds, a skill necessary before children can effectively learn letter-sound correspondence. The paragraph discusses the progression from simple sound identification to complex sound manipulation, with a focus on the importance of these skills for the development of reading fluency and comprehension.
Mindmap
Keywords
💡Reading Instruction Model
💡Foundations of Reading
💡Decoding
💡Fluency
💡Vocabulary Development
💡Comprehension Development
💡Concepts About Print
💡Phonemic Awareness
💡Segmenting
💡Letter Names
💡Multi-Sensory Activities
Highlights
Introduction to a critical model of reading instruction, emphasizing its logical and comprehensive nature.
Foundations of reading as a key component for understanding the reading process.
Decoding and fluency as initial stages of reading, spanning from kindergarten to third grade.
Vocabulary development and comprehension development as advanced stages, placed from fourth to eighth grade.
The importance of understanding the model's circular, clockwise movement as a metaphor for the reading development process.
The concept of 'learning to read' as a distinct process during kindergarten through third grade.
Teaching the concept of print, including book handling and directionality, as foundational reading skills.
Phonological awareness as a separate and crucial skill from concepts about print, introduced at a later stage.
The significance of segmenting sounds as a high-level phonological awareness skill that is vital for decoding.
The challenges of letter confusion due to visual similarities and strategies to overcome them.
Multi-sensory activities as a method to enhance letter name recognition, especially for letters that are commonly confused.
The role of metacognition in the reading process, though not detailed in the provided transcript.
The necessity of phonological awareness for understanding letter-sound correspondence, a benchmark for first-grade reading.
Activities and concepts critical for establishing a strong foundation in reading, with a focus on early grades.
The model's utility in organizing and understanding the progression of reading skills from basic to advanced levels.
The emphasis on the development of comprehension by eighth grade as the ultimate goal of the reading instruction model.
The presentation of benchmarks for grade levels to structure the teaching and learning of reading skills.
The transcript's aim to provide a clear understanding of the reading process, starting with foundational concepts for early learners.
Transcripts
well let's begin um the first thing that
I want to do is teach you about the
model of reading instruction that is
really critical for you to know and that
model is the one that you see on the
screen and let me just uh point out a
couple of things to you uh before we
begin what I'm going to discuss with you
first will be the foundations of reading
so that you have a really clear
understanding of what it is how um it's
assembled and how you're supposed to to
view it so that we can then talk about
decoding and fluency after we talk about
decoding and fluency I'm going to
discuss vocabulary development and after
vocabulary development I will present
comprehension development now what makes
this model so nice is that really all of
the information fits on one page and it
is a view of reading instruction that is
extremely logical is it correct well
that's really neither here nor there
what I want to do is just a really brief
overview of some benchmarks for grade
levels that I'd like to assign to each
of these levels before we really begin
and start learning about it and starting
with the foundations of reading let's
put this at
kindergarten decoding INF fluency let's
have the span be 1 through third grade
vocabulary development will'll put the
span at Fourth through 8th
grade and comprehension development
let's put that at Fourth to e8th grade
but I'm going to write it out as 8-4
because one of the features of this
model that I'm going to take a few hours
to teach you is that everything in it
moves clockwise just like this so if you
just imagine a minute hand starting uh
like at 9 uh p.m. or 9:00 a.m. or
whatever and sweeping up toward 12:00
coming down through uh 3:00 down here to
6:00 and then back up again that's
really the best way for you to view and
use this model because ultimately what
we're trying to establish is how do we
get a child to have a Valu of
comprehension by 8th grade and there is
a definite view of how that occurs and
there are activities that are associated
with it and it is the model that you and
I are going to be out to be working with
well the first thing that I want to uh
cover with you then is just going to be
kindergarten through third grade reading
instruction and I think it's a it'll be
a good lecture and a good presentation
by the time I'm finished I think you'll
have a really good understanding of what
fluency really is and what I'd like you
to do is just note at the top that the
top of this model is kindergarten
through third grade and we call this the
learning to read process I'm going to
abbreviate but you might want to uh
actually take the time to write it out
but this is called the learning to read
process and the first thing then that
we're going to go over then will be the
things related to learning to read
including these foundations of reading
and decoding
influency so let's begin by looking at
the foundations of reading and once
again we're setting that at kindergarten
and let me try to blow this up in your
window just a little bit and uh move it
uh down so that you can actually see
what I'm doing and I'm going to continue
with just sort of an overview of the
foundations of reading before we
actually dive into it and look at some
activities and some other Concepts that
are uh critical for you to understand
now Concepts about print and pheic
awareness I guess it would help if I
spelled awareness uh correctly but I
we'll get around to that one day just
make that correction for me if you would
Concepts about print we're going to put
that at 900 a.m. that's where we're
going to put Concepts about print at
9:00 a.m. pheic awareness we're going to
set that at 10 a.m. and we're doing that
because I want you to see this both
visually and conceptually that we keep
these areas separate that Concepts about
print is set apart from phic awareness
you can't mix and match in this model
instead what you have to do is
compartmentalize and understand that the
way a lot of reading programs work in
the way that the state standards are
designed they are designed really for
part to whole instruction for the early
grades contrary to what anybody anybody
says so let's look at the first part of
the foundations of reading Concepts
about print concepts about print will
follow from the easiest broadest concept
of something like book Concepts to the
more narrow concept of sentence Concepts
to even a more narrow concept like word
Concepts ultimately ending and I think
you should put a star right here by
upper and lowercase letter names with
this as one the exit
criteria now book Concepts as you know
are simply things like making a book
work like a tool and it's for example
identifying the cover of a
book identifying how to open the book
how to turn pages in the book how to
basically make the book work like a tool
if you have for example two children in
a classroom and one child is making a
house uh out of his uh pile of books and
another child who has the book upside
down down but is pretend reading one
child is thought to be in a better
position to begin to learn to read and
that is the child who is making the book
work like a tool so you will take the
time then to try to teach and model all
of the concepts about just making a book
work like a tool so that children who do
not come from a a family uh where
they're being read to will be in a
better position to learn uh to read to
begin to get these foundations okay well
after the book Concepts Now we move to
sentence concept and this is a simple
matter of directionality and I'll just
write in here
Direction and so directionality simply
means left to right that in English we
go from uh left to right when we read
when we come to the end of the sentence
we don't simply read off the page off
the table and out the window we will
return sweep and things like that so you
can see how things are becoming more and
more narrow we go from book Concepts to
sentence Concepts to this level word
Concepts and these are word boundaries
so let me write in here boundaries if I
may that says boundaries believe it or
not and this is another concept that
spaces if they exist before after a
collection of letters indicate that that
collection of letters is probably a word
now we're dealing with Concepts here so
the child might not be reading anything
at this point they might be looking at a
word like expeditious and you know a few
kindergarteners would probably be able
to decode that one and understand it but
the point is that they'll just look at a
collection of letters and be able to
tell you that it is probably most likely
a
word now above word concepts are these
upper and lowercase letter names and
that's really what we're aiming for that
a child can look at a capital A in a
lowercase a a capital b and a lowercase
b a Capital C in a lowercase C and be
able to identify them when they see them
because the shape is going to indicate
uh the particular letter name that
they're supposed to
say well some of the letters that tend
to lag include p and B and D and Q and
the question of course is why might
those letters lag and the reason is that
they are visually similar if you just
look at your pen right now or whatever
you happen to be writing with and turn
it in a variety of different directions
for example looking at the point or the
Eraser looking at it sideways or up and
down it's still a pen conceptually it
doesn't change the problem with these
letters is that they're too visually
similar so children might have a tough
time early on with with letter
confusions because they overgeneralize
they overgeneralize the idea that no
matter how you turn something the thing
is still the thing when in fact with
letters that's not the case so the types
of activities that we'll review in a
moment include multi-sensory activities
let me write that in here
multisensory multi multi sensory
activities multi-sensory activities are
ones that are very in that that tend to
involve as many senses as possible the
sense of sight the sense of touch uh
they're very kinesthetic they're trying
to use a variety of different ways to
get a child to understand the letter
name especially with these letter
confusions which is why if you've ever
seen in a kindergarten classroom
children writing in sand or writing an
air and so forth is because one
particular sense the sense of sight is
INS sufficient to be able for some
children to discern these letters what
you have to do instead is use a variety
of senses and a variety of skills and a
lot of kinesthetic perhaps even
metacognitive approaches to get them to
understand uh the letter names well I'll
go over metacognition in a little bit
but before I do that let's go to pheic
awareness now if we could and see if I
can't bump that up just a little bit now
the next component is this thing called
uh pheic awareness and something you
should know about pheic awareness is
that that it is in fact separate from
Concepts about print as I said you can't
mix and match as is why we have one
thing at 9:00 a.m. and we have another
skill uh that we're going to develop at
10:00 a.m. well this is going to go from
the easiest to something more difficult
called segmenting sounds identifying
sounds might be simply identifying the
first sound that you hear in cat which
would be a C Sound blending sounds would
be putting all of the sounds uh that you
hear in cat together to make a single
spoken word like this cat and then
segmenting sounds is where you will hear
a spoken word like cat and tear it apart
into C and uh and T now notice how I've
written all of these letters these are
no longer letters by the way anytime you
see a letter between backs slashes you
are indicating phones phones meaning
sounds now the highest level in phic
Awareness is this thing called
segmenting so let's go ahead and put a
little star by segmenting if we could
and understand that that is one of the
exit criteria now segmenting takes many
forms it could be deleting sounds or
counting sounds substituting sounds or
or things like that but really the type
of segmenting that I would be most
interested in having you know is one
where you tear apart the whole word into
its constituent phones like this C A and
T and maybe count them now I know you've
probably already learned this but I I
may not be convinced of this point that
you know exactly why these things are
important now the reason that these
things are so critical is because in
order for a child to do the next thing
which is true decoding instruction
letter sound correspondence which I'm
going to just arbitrarily set at first
grade as sort of a benchmark not as an
absolute but just a benchmark in order
for them to understand letter sound
correspondence they have to have these
foundations so just continue to to
listen at this point and wait for me to
give you the big reveal for why letter
sound correspondence truly depends upon
these foundations now what I want to do
next is go a little bit more in depth in
the concepts about print and pheic
awareness and discuss some activities so
we'll do that next when I come
back
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