Title: Hitting Home With The Big 5 Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension
1Hitting Home With The Big 5Phonemic Awareness,
Phonics, Fluency, Vocabulary, and Comprehension
Alison Augustson Heather Hall Melissa Logan
UNC-Charlotte Graduate Reading Education Students
This session will demonstrate strategies teachers
can share with parents to help students with The
Big 5 at home. Participants will leave with a
comprehensive handout detailing easy take-home
activities for phonemic awareness, phonics,
fluency, vocabulary and comprehension.
2Objectives
- What are the Big 5 in reading?
- Why should we involve parents?
- Which strategies can parents use at home?
- How can we get parents involved?
3What are The Big 5 in Reading?
-
- phonemic awareness
- phonics
- fluency
- vocabulary
- comprehension
4Family Literacy What Research Says
- Family literacy is all about giving families
tools to promote literacy engagement at home. - Parents want to help their children but they need
encouragement and guidance from teachers to be
effective. - Teacher and parents must TEAM UP to support
students.
5Phonemic Awareness
- hear sounds in words
- discrete set of sounds
- manipulate sounds
6Sound GlovesBuilds Phonemic Awareness hear
sounds in words1. Call out a word (sound by
sound)2. Child moves ball for each sound
heard3. Repeat with each word
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8Phonics
- the relationship between letters and the sounds
they represent - onset and rime
- develop base of spelling patterns
- alphabetic principle
9Blending Bats Builds Phonics Skills letter/sound
relationships 1. Read the sound made by each
letter 2. Read word parts 3. Hit the ball with
each bat (b at ) 4. Read the word made with
this hit (example b at bat) 5. Do this
with each bat and ball.
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11Fluency
- 3 Parts Speed, Accuracy, Expression
- A bridge between phonics and word decoding on
one hand, and vocabulary (word meaning) and
comprehension (passage meaning) on the other
(Rasinski) - Repeated readings allow students to hear a fluent
reader and practice reading passage until they
can read them fluently.
12- Repeated Readings
- Preview the story.
- Model reading the story aloud.
- Re-read together
- Line by Line
- Choral Read
- Echo Read
- Child reads alone (give help as needed).
- Child reads again.
- Time the reader and mark missed words.
- Calculate WPM.
- Review passage and discuss errors.
- Set goals for rereading this passage or a new
passage.
13Calculating Fluency
- Total Words Read - Errors
- Words Correct Per Minute
- Example 75 Words Read - 10 Errors 65 Words Per
Minute (WPM) - Remember, its not all about Speed.
- Expression and Accuracy are equally important.
14Vocabulary
- Several components for developing vocabulary
- Explicitly teaching individual words
- Wide reading
- Developing word consciousness
- Teaching word learning strategies
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17Comprehension
- Many struggling readers can decode words but do
not make meaning from the words. - There are several research-based comprehension
strategies that help can help these students
think about texts as they read so they can become
active, independent readers. - Say Something incorporates some of these
strategies.
18Say Something 1. With your partner, decide who
will say something first. 2. At the end of
each section, do one or more of the following
with your partner v Make a prediction v Ask a
question v?Make a connection v Make a
comment v Clarify something you had
misunderstood 3. If you cannot do one of those
five things, you need to reread the section.
19How to get parents involved?
- Think-Pair-Share
- Think about what you have done to get parents
involved. - Pair up with the people around you and talk about
things that have worked for you. - Share something someone else said with the group.
20How to get parents involved?Things That Worked
For Us
- Parent Make Take Nights
- Literacy Lunches
- Book Club Breakfasts
- Parent Strategy Rotations
- Parent Small Groups
- Family Reading Nights
21Questions?
- There are copies of some activities and
templates in the back of the room. Everything is
available at - pages.cms.k12.nc.us/hhall/big5
22Resources
- Baumann, J.F., Ware, D., Edwards, E.C. (2007).
Jumping into spicy, tasty words that catch your
tongue A formative experiment on vocabulary
instruction. The Reading Teacher, 61(2), pp.
108122. - Bear, D., Invernizzi, M., Templeton, S.,
Johnston, (2000). Why word study? Words Their Way
(2nd ed.) (pp. 3-11). New Jersey Pearson
Education. - Beers, K. (2003). When Kids Cant Read What
Teachers Can Do. Heinemann Portsmouth, NH. - Cunningham, P. (2005). Phonics they use Words
for reading and writing (4th ed.). Boston
Pearson. - Darling, S. (2005, February). Strategies for
engaging parents in home support of reading
acquisition. The Reading Teacher, 58(5), 476-479. - Duke, N.K., Pearson, D. (2002). Effective
practices for developing reading comprehension.
In A.E. Farstrup S.J. Samuels (Eds.), What
research has to say about reading instruction
(pp. 205-242). Newark, DE International Reading
Association. - Graves, M.F., Watts-Taffe, S.M. (2002). The
place of word consciousness in a research-based
vocabulary program. In A.E. Farstrup S.J.
Samuels (Eds.), What research has to say about
reading instruction (pp. 140-165). Newark, DE
International Reading Association. - Johnston, F. (1999). The timing and teaching of
word families. The Reading Teacher, 53,64-75. - Ellery, V. (2005). Creating Strategic Readers.
Newark, DE International Reading Association - National Institute of Child Health and Human
Development (2000). Report of the National
Reading Panel. Teaching children to read An
evidence-based assessment of the scientific
research literature on reading and its
implications for reading instruction (NIH
Publication No. 00-4769). Washington, DC U.S
Government Printing Office. - Paratore, J.R. (2005, December). Approaches to
Family Literacy Exploring the possibilities. The
Reading Teacher, 59(4), 394396. - Rasinski, T. (2006, April). Reading fluency
instruction Moving beyond accuracy,
automaticity, and prosody. The Reading Teacher,
59(7), 704706.