Hitting Home With The Big 5 Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension

1
Hitting 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. 
2
Objectives

• 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?

3
What are The Big 5 in Reading?

• phonemic awareness
• phonics
• fluency
• vocabulary
• comprehension

4
Family 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.

5
Phonemic Awareness

• hear sounds in words
• discrete set of sounds
• manipulate sounds

6
Sound 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
7
(No Transcript)
8
Phonics

• the relationship between letters and the sounds
  they represent
• onset and rime
• develop base of spelling patterns
• alphabetic principle

9
Blending 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.
10
(No Transcript)
11
Fluency

• 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.

13
Calculating 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.

14
Vocabulary

• Several components for developing vocabulary
• Explicitly teaching individual words
• Wide reading
• Developing word consciousness
• Teaching word learning strategies

15
(No Transcript)
16
(No Transcript)
17
Comprehension

• 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.

18
Say 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.
19
How 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.

20
How 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

21
Questions?

• 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

22
Resources

• 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.