Literacy Paraprofessional Training Module

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Literacy Paraprofessional Training Module

• Arkansas Department of
  Education
• Special Education Unit

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• Why do students need to
• learn how to read?

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The Friembly Bog
One ubom a tmie there was a friembl dobl. His
name was jake. Jake belombeb to bavig and bhte.
Davib and Beth aar tins. They ae nime yearas
dol.   On e tome jak went down to the cellar. H
was a ducket of soab. The tins wer doing to wash
the car. He liked some soap buddles out fo the
ducket. When he darked, dig dubbles ca me out of
hi s muth!   Last sum mre Jak founb a frenb. His
frien sqw a tac named freb. They blayde all bay.
They nar aroumb and aruombb tye yarb. Jake
chased the tac ub te tre. Freb climbed up
easily. Jake tribe t and tribe dut ehe slib back
bown!
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Task Force

• Cindy ORiley, Coordinator Arkansas Personnel
  Development, ADE, SEU
• Ann Addison, Paraprofessional, Sheridan School
  District
• Donna Alliston, Professional Development
  Coordinator,AR Dept. of Health and Human
  Services,Division of Child Care and Early
  Childhood Education
• Mary Calloway, School Improvement Supervisor, ADE
• Melanie Crider, Paraprofessional, Clinton School
  District
• Karen Massey, Early Childhood Coordinator,
  SWAEC/EC
• Lisa Oden, Instructor, SAU-Tech
• Rhonda Saunders, SEA, Early Childhood, ADE, SEU
• Debbie White, Teacher, Cabot School District
• Diane Stockman, Teacher, Cabot School District
• Dale Ball, Special Education Supervisor, Newport
  School District
• Joyce Sullivan, Special Education Supervisor,
  Beebe School District
• Chenell Loudermill, Speech/Language Pathologist,
  Little Rock School District
• Jana Breyer, Paraprofessional, Sheridan School
  District
• Lisa Haley, Coordinator, SIG Literacy
• Rose Mary Burks, Consultant,SIG Literacy
• Susan Friberg, Consultant, SIG Literacy

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PRE-TEST

• CIRCLE PRE-TEST
• PRINT NAME
• COMPLETE TEST
• SCORE TEST(facilitator)
• WRITE SCORE AT THE TOP

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Goals of Literacy Module

• Gain an awareness and understanding of Arkansas
  initiatives and the frameworks.
• Understand the role of the five essential
  elements of literacy.
• Understand how to apply systematic and direct
  practice to assist students in acquiring literacy
  skills.
• Apply instructional techniques and content that
  will reinforce effective reading instruction.

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Research Findings In Literacy

• Five Essential Elements of Reading
• Phonemic Awareness
• Phonics
• Fluency
• Comprehension
• Vocabulary

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English Language Arts Frameworks

• Standards
• Oral and Visual Communications
• Writing
• Reading
• Inquiring/Researching

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Arkansas Literacy Initiative

• Pre K Ella 3 and 4 year olds
• Ella K-1
• Elf 2-4
• Smart Start K-4
• Smart Step 5-8 content strategies
• Literacy Lab 5-8 English Language Arts
• Next Step 9-12 content strategies

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Pre K Ella

• Professional development for early childhood
  educators
• Provides a literacy foundation for young
  children
• Standards based as related to the Arkansas Early
  Childhood Education Frameworks

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ELLA K-1Effective Literacy 2-4

• The Reading Process
• Phonemic Awareness
• Word Study (Spelling/Phonics Development)
• Vocabulary

• Comprehension
• Reading Fluency
• Writing Development
• Assessment
• Flexible Grouping

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Smart Start

• A comprehensive plan for student achievement,
• that includes
• 1. Standards the frameworks
• 2. Professional Development
• 3. Student Assessment
• 4. Accountability

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Literacy Lab

• Strategic Reading with Comprehension
• Instruction
• Writing Instruction
• Vocabulary Instruction
• Word Study
• Assessment
• Grades 5-8

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Smart Step/Next Step

• Constructive Meaning
• Building Comprehension
• Interactive Learning
• Analyzing to Understand
• Writing to Learn
• Grades 5-12

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Five Essential Elements of Reading

• 1. Phonemic Awareness
• 2. Phonics
• 3. Fluency
• 4. Vocabulary
• 5. Comprehension

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Phonological Awareness
Onset Rimes
Phonemes Phonemic Awareness
Rhymes
Sentences Words
Syllables
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Components of Phonological Awareness

• Rhyming
• Identify and producing words that sound the same.
• Simple oral activities
• Do these words rhyme?
• Tell me a word that rhymes with _

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Components of Phonological Awareness
continued

• Segmentation
• Breaking whole words into individual sounds or
• word parts.

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Components of Phonological Awareness
continued

• Onset and Rime
• Onsets and rimes are parts of spoken language
  that
• are smaller than syllables but larger than
  phonemes.
• Onset initial consonant sound of a syllable
• Rime vowel and all that follows

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Components of Phonological Awareness
continued

• Isolation/Grapheme Identification
• Identification of one phoneme by position in a
  word,
• the knowledge of sound symbol correspondence.

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Components of Phonological Awareness
continued

• Deletion
• Manipulation of root words, syllables, and
• phonemes in a word.

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Components of Phonological Awareness
continued

• Substitution
• To isolate a phoneme in a word, then
• change it to another phoneme forming a
• new word

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Components of Phonological Awareness
continued

• Blending
• Combining individual phonemes to form
• words.

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Components of Phonological Awareness
continued

• Decoding
• Generalizing knowledge of sound/symbol
• correspondences and blending sounds into
• unknown words.

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Phonemic Awareness

• The ability to notice,
• think about, and work
• with the individual
• sounds (phonemes) in
• spoken words.

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The Speech Sounds of English

• Handout 1 - Vowel Chart
• Video
• Moats 2003

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BREAK

• 10 Minute Break

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Activity 1

• Spin the Web
• Reinforcement of Phonemic Awareness
• Handout 2 word cards

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Phonics

• Phonics is the understanding that there is a
• predictable relationship between phonemes,
• (sounds of spoken language) and graphemes,
• (the letters and spellings that represent those
• sounds in written language).

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Phonics Instruction

• Teaches students to connect letters or written
• language with the individual sounds they make
• when spoken.
• Teaches students how to use letter-sound
• relationships to read or write words.

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Activity 2

• Word Wheel
• Reinforcement of Phonics
• Handout 3 and 3a

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Fluency

• The ability to read a sentence,
• paragraph, or any text accurately and
• quickly.
• Reading with speed, accuracy, and
• proper expression not hurried reading.

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Factors Related to Sustaining Fluency and Phrasing

• Recognizing and solving words in a quick,
• automatic way.
• Recognizing phrase units.
• Being aware of and using punctuation.
• Activating and using background knowledge.

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Factors Related to Sustaining Fluency and
Phrasing (continued)

• Understanding and using the organizational
  structure
• of the text.
• Using meaning and language structure to monitor
• reading (making sure reading makes sense and
• sounds right).
• Predicting at the word, phrase, and text level.

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Fluency Instruction

• Methods to practice fluency
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• Adult-Student share reading
• Choral/Echo Reading
• Taped Reading
• Paired Reading

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Activity 3

• The Great Depression
• Reinforcement of Fluency
• Handout 4 and 4a

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Sight Words

• Words that are read fluently and
• automatically at first sight.

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Vocabulary

• Understanding what words mean by
• themselves and in sentences.
• Understanding word meanings to read
• with fluency and comprehension.

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Vocabulary Instruction

• The act of teaching vocabulary prior to
• introducing a passage or text to students.
• 1. Pre-read selected reading material
• 2. Consider vocabulary that needs to be
• introduced to students
• 3. Teach vocabulary before student reads text

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Activity 4

• Idioms
• Reinforcement for Vocabulary
• Handout 5 and 5a

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Comprehension

• The Reason for Reading
• Understanding what sentences, paragraphs, and
  stories are trying to tell us.
• Making sense of what we hear and read.
• Understanding what has been read.

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Strategies in Development of Comprehension

• Prediction asking students to tell what
• they think will happen.
• Apply background knowledge asking
• students to tell what they know about a
• topic.
• Retell asking students to retell in his/her own
  
• words what they have just read.

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Comprehension Instruction

• Active Thinking
• Students think about what the words mean
• and picture them in their minds.

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Activity 5

• Reinforcement for
• Comprehension
• Handout 6

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What Struggling Readers Need

• Targeted Intervention
• Explicit instruction
• Systematic instruction (in order)
• More time on task
• More practice

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Assessment System

• Screening
• DIBELS
• DRA

• Diagnostic Assessments
• Benchmarks
• IOWA

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DIBELS

• Dynamic Indicators of Basic Early Literacy
• Skills
• DIBELS Measures
• Phonemic Segmentation Fluency
• Letter Naming Fluency
• Nonsense Word Fluency
• Word Use Fluency
• Oral Reading Fluency

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DRADevelopmental Reading Assessment

• Used in K-3 Classrooms
• Literature Based Instructional Reading
• Program
• A set of 20 stories that increase in difficulty

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Diagnostic Assessments

• Benchmark Assessment Arkansas
• criterion-referenced test of literacy and
• math that is aligned to frameworks.
• Iowa Test of Basic Skills Norm referenced
• Test of reading comprehension and math
• problem solving.

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Connections

• Good readers rely on background knowledge to
  help them make sense of text. Ignoring existing
  prior knowledge puts readers at a great
  disadvantage. It is vital that students make
  connections when they read. Its up to teachers
  to show them how. - Chris Tovani from
• I
  Read It, But I Dont Get It

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Post-Test

• CIRCLE POST-TEST
• PRINT NAME
• COMPLETE TEST
• SCORE TEST(facilitator)
• WRITE SCORE AT THE TOP