An introduction to critically important elements foreign English language teachers should know in helping students become 'literate' in English. The .pptx presentation here does not include the many sound and video files used to support the concepts, nor does it include the many handouts and other material developed for the course. Intended for teachers of young learners, the program upon which this course is based has also been adapted for young adult English language learners. Contact the author for further information. (Contact email is given at the end of the presentation.) Feedback is encouraged and welcome!

1. Early Literacy &Reading Instruction Developed by William M. Tweedie

2. PRIME TASK Brainstorm! As your colleagues are settling in, write on a separate sheet of paper as many words as you know about the topic of PHONICS Turn your sheets in at the end of the first half of this session. Write clearly and neatly. You need not sign your paper.

3. Early Literacy and Reading Instruction A 5 Part Course Setting Goals, Objectives and the Stage for Action Using Computer Based Programs Teaching in the Regular Classroom – Text, Print & The Alphabetic Code Teaching in the Regular Classroom Phonological Awareness & The Alphabetic Principle Teaching in the Regular Classroom Vocabulary, Fluency, Comprehension

4. Session One Setting Goals and the Stage for Action The Most Important Principles of Early Childhood Pedagogy Love, appreciate, praise students to build confidence, curiosity, and independence Set clear rules, expectations, and routines - Be consistent Stimulate a love of learning - Focus on literacy Facilitate and participate in appropriate activities Help make meaningful connections with the world Help develop social and personal skills and abilities Involve students in planning their learning Be a positive role model Laugh – a lot Adapted from A Summary of Early Childhood Education Principles Into Practice: A Kindergarten to Grade 3 Needs Assessment, Saskatchewan Learning, February 2006

5. Session One continued Literacy in Rompin Setting Goals per School and District What is Early Literacy? What is Reading? Early Literacy Instruction Theory Predominant Methods Whole Language Analytical Synthetic What Are the Elements of Early Reading Instruction? Screening, Assessment, Evaluation

6. Session One continued Literacy in Rompin Setting Goals School Review your numbers Set a realistic goal and specific objectives to guide you to achieve it. Share your course learning with your colleagues District Review of Numbers Goals and Objectives

7. Setting Class & School Goals School Example numbers realistic goal list of the objectives Session One continued

8. District Review of numbers Goals and Objectives Session One continued Insert Graph Insert Text

9. Session One continued What is Early Literacy? It’s a complex topic involving many issues: The ability to communicate through Reading and Writing Oracy New Literacies: Visual, Computer Literacy Whole Language vs. Phonics Approaches Pace & Elements of Child Development Home, School, Community environment Direct Teaching or Implicit Learning Assessment, Intervention, etc.

10. Session One continued What is Early Literacy? It is a tool; a way to learn about the world and a means to participate more fully in the technological society of the 21st century. Rafferty (1999) Practical, Relevant, Integrated, Meaningful and Enriching (PRIME ©) use of Communication in context within a print-rich environment. Skills and strategies are taught in these meaningful contexts rather than in isolation. Tweedie (1999)

11. What is Reading? Four Definitions: Bringing meaning to text to get meaning from it Learning to identify words and get their meaning Learning to pronounce words All of the above definitions and developing learning skills in the context of authentic, balanced reading and writing activities. adapted from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li7lk1.htm Session One continued

12. Early Reading Instruction Theory Predominant Methods Whole Language Analytic Phonics Synthetic Phonics Session One continued

13. Whole Language Is a meaning-centered method based on the following principles: people learn best when actively involved in learning not all children will learn the same things, much less learn them at the same time, no matter how we teach educational assessment of learning should both focus on and promote continued learning Session One continued

14. Session One continued Children learn to read and write by being supported in actually reading and writing whole texts. Phonics (Alphabetic Principle) has always been at the heart of whole language, acknowledged and taught as one of the three major language cueing systems (i.e., semantic, syntactic, and graphophonic) that must be orchestrated as one reads (Mills, O'Keefe, & Stephens, 1992; Powell & Hornsby, 1993; Wagstaff, 1994). (NCREL)North Central Regional Education Laboratory www.ncrel.org

15. Session One continued Analytic Phonics (whole to part) Involves development of phonemic awareness (recognising the sounds in speech) and analysis of whole words to detect phonetic (sound) or orthographic (spelling) patterns, then splitting them into smaller parts to help with decoding. For example: onset and rime - onset (vowel sound(s)) at the beginning of a word or syllable and rime (always beginning with a vowel to form the remainder of that word or syllable). Basics normally take 2+ years in L1 & ESL contexts

16. An awareness of sounds is introduced after sight reading has begun. Letter sounds are taught through alliteration. big, boy, ball, bag Beat, Bit, Bait, Bat, Boot Session One continued

17. Session One continued Synthetic Phonics (part to whole) Involves the development of phonemic awareness from the outset with action. The reader learns up to 44 phonemes and their related graphemes One phoneme can be represented by various graphemes, e.g. ‘y’, ‘ie’, ‘i’ ‘ye’ ‘igh’ ‘eye’. The reader is expected to recognise each grapheme, sound out each phoneme in a word, blending the sounds together to pronounce the word phonetically. Works well with phonetically regular words. Basics take 1 – 3 years in L1 and ESL contexts

18. Letters and their sounds are taught before reading commences as preparation for teaching reading through sounding out letters and blending sounds b b b b u u u u s s s s … b u s… bus Session One continued

19. Session One continued Comparing Methods Which describes what? Students are given words that contain the phoneme and must extract the similar sound in each word (usually in the initial position). Phonemes are taught in isolation using sound associations and illustrations. Students then learn to blend phonemes to form words. Students ‘read’ levelled picture books and decode inferentially.

20. Session One continued Analytic? Synthetic?

21. Session One continued __oot, phone _______ cat, __ey, du___ horn _______ _______ pig _______ _______ sun, city _______ top _______ _______ chair, match _______ shell, wish _______ thump _______ _______ wheel _______ _______

22. Session One continued ANALYTIC SYNTHETIC foot, phone hissing cat cat, key, duck clock pendulum horn huffing of a runner pig corn popping sun, city hissing snake top typewriter keys chair, match chugging train shell, wish prompt to be quiet thump pound desk wheel whistling

23. Session One continued ANALYTIC SYNTHETIC saw, ball, taught something’s too bad moon, chew wailing ghost book, put doing push-ups cow, house when you get hurt boy, oil pogo stick spring car howling dog fork seal spur, her, work, fur growling dog

24. Session One continued Read this sentence: FINISHED FILES ARE THE RE- SULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS. Now count aloud the ' F' s in that sentence. Count them ONLY ONCE; do not go back and count them again.

25. Session One continued Whole Word? I see fit to discuss fate if I let you bat with a boot the book that has notes about a boy whois boring but saw a car full of roses with the door shut and a man inside who shouts: “Ice!” toa crowd of people standing by, waving, who said “Bye!”. No Lie! © 1995 W. M. Tweedie Draw a picture to illustrate this story.

26. Session One continued Break Time! Please fill in the Muddiest Point form and return it to me after the break. Thanks.

27. Session One continued Early Literacy Instruction Alphabetic Code Text/Print Awareness Phonology(answer the phone) Phonemic awareness(individual sounds) Phonological awareness(larger chunks) Alphabetic Principle Alphabetic understanding Phonological recoding What is Phonics? Fluency, Vocabulary, Comprehension

28. Session One continued What is this word? pheighch

29. William’s Reading Pyramid encoding Fluency Vocabulary Comprehension Standard Two Standard One Standard One decoding Standard One Pre-School

30. Session One continued AaBbCc’s Alphabetic Code – Letter knowledge has been identified as a strong predictor of reading success (Ehri & Sweet, 1991) While teaching children letter names does not in itself result in success in learning to read* it can facilitate memory for the forms or shapes of letters and can serve as a mnemonic for letter-sound associations or phonics.** *(Jenkins, Bausell, & Jenkins, 1972), **(Adams, 1990)

31. A different ABC song: A is an apple B is a bear C is a cat – without any hair D is a duck E is an egg F is a fish – stuck on a peg G is a gorilla H is a house I is an iguana – playing with a mouse Session One continued

32. Session One continued J is a jungle K a kangaroo L is a lion – with only one shoe M is a monkey N is a nurse O is an ostrich – with a big purse P is a penguin Q is a queen R is a rabbit – with a big bean

33. S is a silly snake T is a tiger U is an umbrella – caught on fire! V is a vampire W is a whale X is a fox – with a bushy tail Y is a yak Z is a zoo And that’s the alphabet – just for you! © 2007 William M. Tweedie Session One continued

34. Session One continued *%&$#^$ Not knowing letter names is related to children's difficulty in learning letter sounds and in recognizing words. Children cannot understand and apply the alphabetic principle until they can recognize and name a number of letters. Texas Education Agency (2002)

35. Session One continued Instruction in the Alphabetic Principle does not follow the order of the alphabet. It usually follows the frequency of letter usage and the graduation of ease and ability to decode words in the reading process. Different ‘phonics’ programs follow different orders.

36. Session One continued One way of introducing the idea of capitals and lower case letters is to describe the capital as the name of the letter and the lower case as the sound of the letter Talking about when we use capitals – names, beginning of sentences etc. – will help students differentiate between the two

37. Session One continued letter letter + picture letters + pictures + songs + actions + stories Try to give your students as many ‘tabs’ as possible

38. Text Print Awareness(mechanics of text) Children need to know: Parts of a book Texts are written from left to right Spaces between words matter There is a one-to-one correspondence between writing and speaking Teach parts, directionality & vocabulary using: Big Books Total physical response Use realia and kinaesthetic activities Pantomime Daily review of concepts of print Small group instruction if needed Session One continued

39. OOOO /K/A/ Session One continued Phonology Phonemic Awareness (PA) is the ability to manipulate the smallest units of sound that make up spoken language: phonemes A child who possesses phonemic awareness can segment sounds in words blend strings of isolated sounds together to form recognizable word forms manipulate sounds to create words

40. Session One continued PA is auditory and does notinvolve words in print Without phonemic awareness, phonics instruction makes little sense Essential to learning to read in an alphabetic writing system A strong predictor of children who experience early reading success Rhyming & Alliteration precedes Isolation, Segmentation, Blending and Manipulating abilities

41. Session One continued Rhyming/Alliteration The cat sat to pat his rat! (picture) Isolating/Distinguishing What’s the first sound in Cat? Segmenting How many sounds in cat ? /k/ /a/ /t/ Deleting What’s the word if you take out the /k/? Blending What is this word: /p/ /aaaa/ /t/ ? Manipulating What is the word if you put /r/ in front of /at/ ?

42. Session One continued Phonological Awareness In addition to Phonemic Awareness Phonological Awareness encompasses larger units of sound, such as syllables, body/coda, onsets/rimes, prefixes, and suffixes. Sta te Sta le Sta ll Sta ff (body) / (coda) S ay D ay M ay W ay L ay (onset) / (rime) Rea / d Pai / d Be/ d Li / d Trie / d (body) / (coda) F / at - F / ate (onset) / (rime) Con struc tion (prefix) (root) (suffix) (syllables)

43. Session One continued The Alphabetic Principle is the understanding that there are systematic and predictable relationships between written letters and spoken sounds. There are 2 aspects: Alphabetic Understanding: Words are composed of letters that represent sounds. Phonological Recoding Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell words (Reading & Writing)

44. Beginning decoding is the ability to: read from left to right, simple, unfamiliar regular words Listen to and generate the sounds for all letters blend sounds into recognizable words Beginning encoding (spelling/writing) is the ability to: translate speech to print using phonemic awareness and knowledge of letter-sounds (Alphabetic Principle) Session One continued

45. What is Phonics? – a method of teaching children to read(not something they need to learn) Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. It teaches children to use these relationships to read and write words. It is NOT Phonemic awareness. Session One continued

46. What Is Fluency? Fluency (automaticity) is reading words with no noticeable cognitive or mental effort. It is having mastered word recognition skills to the point of over-learning. Fundamental skills are so "automatic" that they do not require conscious attention. Fluency is not an end in itself but a critical gateway to comprehension. Fluent reading frees resources to process meaning. Session One continued

47. Session One continued For students to develop fluency, they must: perform the task or demonstrate the skill accurately perform the preskills of the task quickly and effortlessly. Research says successful readers: rely on the letters not context or pictures process virtually every letter use letter-sound links to identify words have a strategy for decoding words read words repeatedly (Hasbrouck, 1998)

48. Session One continued What Is Having Vocabulary? The ability to understand (receptive) and use (expressive) words to acquire and convey meaning Vocabulary refers to the words we must understand to communicate effectively Vocabulary plays a fundamental role in the reading process, and contributes greatly to a reader's comprehension It is the CORE(Central Operating Resource for Engagement)in an EFL Early Literacy program

49. Session One continued Primary focus of instruction in grades K-3 should be on developing criticalreading skills Read storybooks to younger children to develop vocabulary – every day!

50. Session One continued What Is Reading Comprehension? The complex cognitive process involving the intentional interaction between reader and text to convey meaning the essence of reading active and intentional thinking in which the meaning is constructed through interactions between the text and the reader (Durkin, 1973) The content of meaning is influenced by the text and by the contribution of the reader's prior knowledge (Anderson & Pearson, 1984)

51. Session One continued Screening, Evaluation and Assessment Screening? Program readiness Evaluation? - ongoing Monitoring of Progress – daily, weekly Assessment? - cumulative Degree of Success at end of a section/Program Final Assessment

52. Translation, Adaptation, Modification Exercises GRTR Screening Development Phases in Print Awareness Skill Assessment Sheet Examine your handouts Session One continued

53. Session One continued Teaching the Elements Introduction and Overview Focused, Personal, Intensive, Explicit, Systematic, and Patient (FPI/ESP) Related to Text Computer Based Mainstream Classroom Based Intervention “Up until the age of 8, children are in the Acquisition Stage of literacy learning. During this stage, a child's reading potential is developing and can be affected positively by systematic, intentional instruction.”- NAEYC

54. Session One continued Summary of Session One Teaching the fundamental elements as the essential components of a balanced approach to the teaching of reading, at any stage, alongside: promoting a positive attitude to reading for pleasure and for information motivating readers to read for themselves, not just for school purposes teaching sight vocabulary teaching of comprehension strategies and how, when and why to apply them actively raising awareness and appreciation of the writer's craft

55. Session One continued Assignments Complete the Minute paper and hand it in. Read the first part of each section of the Text and use the CD to Review and Clarify this Session Submit a Copy of Your Goals and Objectives by the END of the Course Revise and Translate the ‘Tests’ by the END of THIS WEEK. You will use them after the course to identify your students who need specific intervention strategies. Finish your ABC song flashcards.

56. Session Two Teaching the Elements Using Computer Based Programs Review of the Elements Look for the Elements and how they are learned as you experiment with each of the following two Programs Think about the differences in Managing Computer Based Learning vs. Regular Classrooms

57. Computer Based Programs Part 1 – On-disk program CD Program: Hooked on Phonics Complete the Muddiest Point form – return it Part 2 – On-line program On-line Program: Starfall Complete the Minute paper – return it Session Two continued

58. Session Two continued http://asia.groups.yahoo.com/group/Connecting_the_Dots_in_Rompin Assignments Preview the Activity Resources for teaching the Alphabet, Text Awareness, you’ll find in the files section (Early Literacy) in the Connecting the Dots in Rompin Group site or that I send to you via email: Print the documents and Prepareto present one of the activities during the next session.

59. Teaching the Elements in the Regular Classroom Pay Attention to Attention Training Strategies and Activities Alphabetic Code Text and Print Awareness Session Three

60. Attention Training Classroom rules Getting students' attention Focusing students' attention Keeping students on-task during seat work Maintaining students' attention Review your handouts Session Three continued

61. Session Three continued Alphabetic Code Research shows it is important for young children to be able to: Recognize and name letters Recognize beginning letters in familiar words (especially their own name) Recognize both capital and lowercase letters Relate some letters to the specific sounds they represent

62. Strategies and Activities for Teaching the Alphabet Recognition Remembering Writing & Spelling (beginnings) Refer to your handouts Session Three continued

63. Session Three continued Flashcards Sight recognition Hearing the sound Practicing vocabulary Connecting sounds and words with objects Visual, Aural/Oral, & Kinaesthetic

64. Session Three continued Large flashcards can be used for whole class teaching – smaller ones for group work Activities can be teacher led – “b for …?” or students can ask each other to find particular cards, either by their initial sound or by their picture If you have separate pictures and sounds, memory and matching games can be played Flashcards provide good cues for talking about objects, their uses, colours, size and characteristics

65. Session Three continued Text & Print Awareness Teach Children About Books: Know how to handle the book appropriately Recognize book features such as the front and back covers, and the top and bottom, of the book Understand that a book has a title, an author, words and pictures Recognize that printed letters and words run from left to right and from top to bottom

66. Teach Children About Text: We see text in a variety of settings and applications. Field Trips: Around school In the community Text Collecting & Display Activities Shopping lists Product wrappings, etc. Session Three continued

67. Session Three continued Break Time! Please fill in the Muddiest Point form and return it to me after the break. Thanks.

68. Session Three continued Strategies & Activities for Teaching Text and Print Awareness Refer to your handouts

69. Session Three continued Assignments Complete the Minute paper – return it. Download and review the Phonological and Alphabetic Principle files from the CtDiR Group site or that I send to you via email. Begin preparation of large flashcards of words from the text and for things in your classrooms. Bring the Handouts to the next session

70. Classroom Based Learning Strategies and Activities Phonological Awareness Phonemic Awareness Alphabetic Principle Alphabetic Understanding Phonological Recoding Session Four

71. Phonemic Awareness As children begin to learn to read, it becomes necessary for them to be able to explicitly identify the smaller units of speech (i.e. phonemes) in order to be able to make the connections between orthographic representations and the sounds that they represent. Individuals who have developed phonemic awareness will be able to identify the “beginning sound” of please as /p/, and to segment the word into its component phonemes: /p/–/l/–/i/–/z/. Session Four continued

72. Session Four continued Strategies and Activities for Teaching Phonemic Awareness Refer to your handouts

73. Session Four continued Break Time! Please fill in the Muddiest Point form and return it to me after the break. Thanks.

74. Phonological Awareness Children, who have been given lots of practice with Phonemic Awareness and onsets and rimes (or body/coda) to generate word families, have a larger bank of words to draw upon and a means to decode many unfamiliar words. Over 500 words can be generated from the following 37 rimes or codas! Session Four continued

75. Session Four continued Adapted From A Handbook Of Effective Instruction In Literacy - Rasinski and Padak Kent State University – The / indicates where the body separates the coda.

76. Alphabetic Principle Alphabetic Understanding Alphabetic Decoding Refer to your handouts Session Four continued

77. Assignments Download and review the Fluency, Vocabulary and Comprehension files from the CtDiR Group site or that I send to you via email. Bring the Handouts to the next session Session Four continued

78. Classroom Based Learning Strategies and Activities Vocabulary Fluency and Comprehension Putting It All Together Syllabus and Content Outline of Research Project Conclusion Session Five

79. Session Five continued Strategies and Activities Vocabulary – The Critical Element Principles and Practice Fluency Songs, Chants & Read Alouds Comprehension Questioning Strategies Refer to your handouts

80. Session Five continued Vocabulary Principles & Practice Explicitly teach vocabulary Critical to reading comprehension Often neglected component of instruction for ELLs Scaffold reading by asking frequent Questions to check and clarify Critical to mastery

81. Session Five continued The Language of Instruction Matters. TEACH in L1 to TRANSFER and BUILDskills and knowledge. Components of L1 are the foundation Phonological (Alphabetic Principle) skills transfer regardless of language of instruction Word reading and background knowledge require instruction in primary language first Reading Rockets/Colorin Colorado 2001

82. Correction Technical mistakes should be corrected Correct with PRAISE Don’t over correct DO NOT LABEL students Assess individually and OFTEN Provide extra instruction time – not less Session Five continued

83. Session Five continued Give extra time for practice especially for words and sounds as these lay the foundation for literacy development Make sure EVERY student ‘gets it’ before increasing the complexity of the learning material Start small and simple to build student confidence - PRACTICAL Make EVERYTHINGRELEVANT for the learners INTEGRATE abilities, content, skills and they will stay MEANINGFULLY ENGAGED (PRIME©)

84. Translating Exercises English/L1 – Common Alphabet Words in Common - Cognates Classroom Language & Labels Refer to your handouts Session Five continued

85. Fluency and Comprehension Songs Chants Read Alouds Questioning, Assessment Focused Review & Practice Session Five continued

86. Session Five continued Break Time! Please fill in the Muddiest Point Form and return it to me after the break. Thanks.

87. Session Five continued Putting It All Together Review of Existing Programs for Content and Syllabus Prescriptive and Inflexible C-A-T CAT Open Court Reading Scientifically based and context appropriate Tampa Reads • MES-English English Raven • RAZ

88. Session Five continued The Syllabus Content and Sequence Alphabetic Code Teach letters 4 at a time in sequence Teach sounds of letters but not as focus Illustrate the letters in pictures, etc. Distinguish capital from small letters Introduce sight words Always explain in L1 for comprehension Teach text and word awareness skills (use text) Begin copying & writing of letters Make sure all students have a complete grasp before moving on

89. Phonological Awareness Phonemic Awareness - Teach as focus Teach consonants and consonant blends first (Tampa Reads program) Teach single vowels with two consonants Teach simple sound manipulations Always ensure vocabulary understanding Assess students as a class and individually often Introduce concepts of larger pieces of speech (chunks) and words (syllables) Reinforce Alphabetic Code and Concepts of Print (use text) Session Five continued

90. Alphabetic Principle Teach letter sound identity with written letters including digraphs Teach blends, 2 consonant endings, double vowels, vowel blends Teach manipulations of letters Introduce sight words Teach long vowels and silent ‘e’ Teach ‘r’ controlled vowels Know and teach the AP rules as they arise. Practice writing and spelling as you go. Session Five continued

91. Vocabulary, Fluency Comprehension Begin VFC activities from the start Always ensure ALL students understand the meaning of the words they are expected to work with except when another skill development which doesn’t require it is in focus. Vocabulary and Comprehension are the CORE, fluency activities will help build both. Expose students to books from the start Make weekly trips to the library with some specific purpose mandatory. Elicit the help and cooperation of EVERYONE in the school community. Session Five continued BE A PRIME© TEACHER ! Practical, Relevant, Integrated, Meaningful, Enriching

92. Outline of Research Project: (designated school) 1 full class using a computer based program ½ of another class receiving intensive Early Reading Instruction ½ receiving regular class Instruction (control) Other schools may be included Year long monitoring with regular progress assessments Session Five continued

93. Course Summary Community and Parent Involvement Schedule of Follow-up Visits Conclusion Session Five continued

94. Early Literacy and Reading Instruction For more information PLEASE contact : William M. Tweedie EFL Education Specialist william.tweedie@yahoo.ca http://asia.groups.yahoo.com/group/Connecting_the_Dots_in_Rompin