WEBVTT 00:00:01.419 --> 00:00:03.879 Greetings, this is Andy Johnson, The Reading 00:00:03.879 --> 00:00:08.240 Instruction Show. This is part two of my five 00:00:08.240 --> 00:00:11.699 -part series looking at the five core elements 00:00:11.699 --> 00:00:15.699 of the National Reading Panel Report. It says 00:00:15.699 --> 00:00:18.539 five there instead of two because this is part 00:00:18.539 --> 00:00:22.460 of a larger conference presentation. So phonics 00:00:22.460 --> 00:00:26.719 instruction, phonemic awareness, phonics, vocabulary, 00:00:27.120 --> 00:00:30.199 comprehension, fluency, the big five, the core 00:00:30.199 --> 00:00:32.880 five. So we're looking at phonics instruction 00:00:32.880 --> 00:00:37.799 and word work. Phonics, well, you'll see why. 00:00:39.500 --> 00:00:42.780 Reading is creating meeting with print. It's 00:00:42.780 --> 00:00:47.159 not simply sounding out words. As we read, there 00:00:47.159 --> 00:00:50.600 is 10 times more information flowing from the 00:00:50.600 --> 00:00:54.140 cortex down to the thalamus, that little relay 00:00:54.140 --> 00:00:57.259 system in the middle of your brain, than from 00:00:57.259 --> 00:01:01.600 the page and the thalamus up. That means we're 00:01:01.600 --> 00:01:05.859 using what's in our head to create meaning with 00:01:05.859 --> 00:01:09.640 print. It's not just sounding out words and listening 00:01:09.640 --> 00:01:12.859 to the sounds in your head as the simple view 00:01:12.859 --> 00:01:16.019 of reading would have you believe. And there 00:01:16.019 --> 00:01:20.879 are three interacting systems, phonological, 00:01:21.079 --> 00:01:24.879 syntactical, and semantic systems. They are interacting 00:01:24.879 --> 00:01:29.620 and interdependent. They all work together. Three 00:01:29.620 --> 00:01:32.299 -queuing is not something you teach, it's just 00:01:32.299 --> 00:01:36.319 an understanding that we use multiple sources 00:01:36.319 --> 00:01:39.019 of information when we're recognizing words. 00:01:39.599 --> 00:01:43.019 Word recognition is the ability to automatically 00:01:43.019 --> 00:01:46.980 recognize a word during reading. Word identification, 00:01:47.140 --> 00:01:50.379 which we will cover, it's in your lexicon, the 00:01:50.379 --> 00:01:53.299 mental dictionary in your head. You don't recognize 00:01:53.299 --> 00:01:58.180 it, so you must consciously apply some strategy. 00:01:58.439 --> 00:02:03.719 And in a really, real comprehensive reading program, 00:02:04.180 --> 00:02:07.299 we have activities to develop all three cueing 00:02:07.299 --> 00:02:10.520 systems. That does not mean we ignore direct 00:02:10.520 --> 00:02:14.680 and explicit and systematic phonics instruction. 00:02:15.639 --> 00:02:18.539 Here are some activities. Phonics, letter sounds, 00:02:18.759 --> 00:02:21.120 letter patterns, direct instruction, word sorts, 00:02:21.580 --> 00:02:24.830 that sort of thing. Semantics, we use close and 00:02:24.830 --> 00:02:27.770 maze activities, and you can still reinforce 00:02:27.770 --> 00:02:30.830 phonics using that. And the same with sentence. 00:02:31.330 --> 00:02:33.870 A lot of writing, a lot of sentence anagram. 00:02:34.310 --> 00:02:37.110 Not something mysterious. And again, three -queuing 00:02:37.110 --> 00:02:41.909 is not a strategy. We teach. It's not an approach. 00:02:42.110 --> 00:02:45.750 It's not a method. We don't teach three -queuing 00:02:45.750 --> 00:02:50.419 systems. We develop. And I have plenty of research 00:02:50.419 --> 00:02:52.699 to support this. You can go to my sub stack. 00:02:53.180 --> 00:02:56.080 My book, Making Sense of the Science of Reading, 00:02:56.199 --> 00:02:59.300 will be coming out this summer sometime. What 00:02:59.300 --> 00:03:03.340 3Qing is not? It's not a strategy to teach. It 00:03:03.340 --> 00:03:06.680 doesn't exclude phonics. It doesn't encourage 00:03:06.680 --> 00:03:09.560 children to use picture clues to figure out words. 00:03:09.759 --> 00:03:11.960 And I laugh because some of these are so silly, 00:03:12.080 --> 00:03:15.039 but it's so sad because this is some of the garbage 00:03:15.039 --> 00:03:18.039 that people are talking about. It's not an approach. 00:03:18.479 --> 00:03:22.860 It's not a method of decoding print. It doesn't 00:03:22.860 --> 00:03:25.979 exclude direct, explicit, and systematic files. 00:03:26.699 --> 00:03:29.599 What it is is simply understanding that the brain 00:03:29.599 --> 00:03:33.500 uses multiple sources of information when creating 00:03:33.500 --> 00:03:37.520 meaning with print. So it's using and developing 00:03:37.520 --> 00:03:41.819 what the brain naturally does. It's not that 00:03:41.819 --> 00:03:43.979 mysterious. And our brain does three things. 00:03:44.360 --> 00:03:46.639 It looks for patterns and fills in the blank. 00:03:46.740 --> 00:03:49.979 That's gestalt, tries to make sense of stuff, 00:03:50.539 --> 00:03:53.580 and it makes predictions and inferences based 00:03:53.580 --> 00:03:58.300 on partial data. Gestalt, looks for patterns, 00:03:58.460 --> 00:04:00.560 fills in the blanks. You see that and you go, 00:04:00.659 --> 00:04:03.360 what? You're making sense of it and you may see 00:04:03.360 --> 00:04:06.520 a saber -toothed tiger or some sort of cat and 00:04:06.520 --> 00:04:09.419 maybe a hippopotamus and, all right, your brain 00:04:09.419 --> 00:04:13.139 is looking for familiar things to create meaning. 00:04:13.699 --> 00:04:16.699 Tries to make sense. You see a chalice or you 00:04:16.699 --> 00:04:21.519 see two faces looking at each other. You see 00:04:21.519 --> 00:04:24.639 a young woman looking away, chin at nose eyes, 00:04:24.699 --> 00:04:27.639 or an old woman looking down, mouth, chin, nose. 00:04:28.060 --> 00:04:32.639 your brain creates meaning it fills in the blanks 00:04:32.639 --> 00:04:36.259 this is three pac -man heads but really you see 00:04:36.259 --> 00:04:39.939 a triangle blobs and you see kind of a groucho 00:04:39.939 --> 00:04:43.899 march character blobs but you see a dog a guy 00:04:43.899 --> 00:04:47.540 playing sax or a guy wearing a tambourine i think 00:04:47.540 --> 00:04:53.319 it is three systems to cue the brain is as to 00:04:53.319 --> 00:04:56.720 what the word is during the act of creating meaning. 00:04:56.879 --> 00:04:59.360 And if you're looking at this PowerPoint, looking 00:04:59.360 --> 00:05:02.060 at the words, you're doing it right there. When 00:05:02.060 --> 00:05:05.439 you see the word systems, you do not sound out 00:05:05.439 --> 00:05:09.899 s -s -t -m -s. You don't do that. You're using 00:05:09.899 --> 00:05:14.860 multiple sources of information. And these act 00:05:14.889 --> 00:05:18.709 together, not singular. So if you're just teaching 00:05:18.709 --> 00:05:21.970 phonics and you're ignoring these two, you're 00:05:21.970 --> 00:05:26.370 giving your students one -third of a word recognition 00:05:26.370 --> 00:05:29.990 education. And again, they don't work independently. 00:05:30.430 --> 00:05:34.689 They work together. Think about it. We don't 00:05:34.689 --> 00:05:38.889 encounter single words floating in space. Words 00:05:38.889 --> 00:05:42.279 are always found in the context of a sentence, 00:05:42.500 --> 00:05:47.079 a sign, or a product of some sort. The only time 00:05:47.079 --> 00:05:50.019 you see words in isolation is on a dibbles test, 00:05:50.100 --> 00:05:54.600 and they don't make sense. If reading was simply 00:05:54.600 --> 00:05:57.459 identifying random words we encountered, well 00:05:57.459 --> 00:06:00.399 then just focusing on phonics would make lots 00:06:00.399 --> 00:06:05.019 of sense, but it doesn't, and it doesn't. So, 00:06:05.180 --> 00:06:09.589 phonics instruction. Everybody believes in phonics 00:06:09.589 --> 00:06:13.089 instruction. It's not the how, it's the how much 00:06:13.089 --> 00:06:16.209 of phonics in which there are differing views. 00:06:16.850 --> 00:06:19.730 But everybody believes that you have to teach 00:06:19.730 --> 00:06:23.629 letter -sound associations. Now here's the thing, 00:06:24.029 --> 00:06:26.569 phonics instruction has been shown to be more 00:06:26.569 --> 00:06:30.629 effective in raising scores on measures of phonics 00:06:30.629 --> 00:06:33.889 than no phonics instruction. And the clown says, 00:06:34.089 --> 00:06:38.139 oh, this proves it. This proves that all students 00:06:38.139 --> 00:06:42.240 need lots of phonics instruction. And that's 00:06:42.240 --> 00:06:45.379 the type of research that's used to support these 00:06:45.379 --> 00:06:49.699 science of reading mandates. However, that is 00:06:49.699 --> 00:06:52.439 wrong. It doesn't mean that all students need 00:06:52.439 --> 00:06:55.620 heavy doses of phonics, that students will be 00:06:55.620 --> 00:06:58.339 better readers if they get more phonics. There's 00:06:58.339 --> 00:07:01.379 no research to support that. That phonics is 00:07:01.379 --> 00:07:05.160 the key variable in learning to read. that anything 00:07:05.160 --> 00:07:08.839 other than phonics should be excluded, that phonics 00:07:08.839 --> 00:07:11.600 should be taught at all ages and levels, and 00:07:11.600 --> 00:07:14.740 that phonics skills transfer to authentic reading 00:07:14.740 --> 00:07:20.379 situation. And a skills -based program emphasizing 00:07:20.379 --> 00:07:23.699 phonics is more effective than a meaning -based 00:07:23.699 --> 00:07:27.500 program. And it does not mean that all students 00:07:27.500 --> 00:07:32.860 need phonics instruction. and that phonics instruction 00:07:32.860 --> 00:07:38.519 is sufficient. Here's the thing. What works for 00:07:38.519 --> 00:07:42.120 a student in Blackwater, Arizona struggling with 00:07:42.120 --> 00:07:46.720 word recognition doesn't necessarily work for 00:07:46.720 --> 00:07:49.420 a fifth grade student struggling with reading, 00:07:49.879 --> 00:07:54.060 but struggling with comprehension in Edina, Minnesota. 00:07:54.279 --> 00:07:57.620 Just because something works for one population 00:07:57.620 --> 00:08:02.100 for a certain purpose, does not mean that all 00:08:02.100 --> 00:08:05.560 struggling readers need something, and that's 00:08:05.560 --> 00:08:09.120 the mistake of these standardized programs like 00:08:09.120 --> 00:08:11.819 Orton Gillian Ham and Wilson Reading and some 00:08:11.819 --> 00:08:17.199 of these other boondoggles. Now, some claim that 00:08:17.199 --> 00:08:20.819 the National Reading Panel provides irrefutable 00:08:20.819 --> 00:08:24.360 evidence that phonics should be the center of 00:08:24.360 --> 00:08:28.560 all reading instruction. It's irrefutable! Well, 00:08:28.560 --> 00:08:30.800 people that say those things haven't actually 00:08:30.800 --> 00:08:33.500 read the National Reading Panel report. This 00:08:33.500 --> 00:08:38.200 is what it says. Systematic phonics is more effective 00:08:38.200 --> 00:08:41.360 in helping students read single words out of 00:08:41.360 --> 00:08:46.940 context and nonsense words, pseudo words, than 00:08:46.940 --> 00:08:50.340 unsystematic phonics or non -phonics. Something 00:08:50.340 --> 00:08:53.419 is always better than nothing, but this is just 00:08:53.419 --> 00:08:56.820 reading single words and pseudo words. That's 00:08:56.820 --> 00:09:00.000 not reading. We always encounter words in the 00:09:00.000 --> 00:09:02.980 context of a sentence, a sign, or a product. 00:09:03.620 --> 00:09:07.080 But this is what the National Reading Panel Report 00:09:07.080 --> 00:09:10.379 actually said. Wait for it. Wait for it. Boom 00:09:10.379 --> 00:09:14.000 goes the dynamite. Impact on comprehension is 00:09:14.000 --> 00:09:18.980 limited. Contributes only weekly, if at all, 00:09:19.039 --> 00:09:22.370 in helping poor readers. apply these skills to 00:09:22.370 --> 00:09:26.269 read actual texts. And what good is a skill if 00:09:26.269 --> 00:09:31.149 we can't apply it and use it to read? Insufficient 00:09:31.149 --> 00:09:35.029 data to draw any conclusions about the effects 00:09:35.029 --> 00:09:38.850 of phonics instruction with normally developing 00:09:38.850 --> 00:09:43.769 readers above first grade. Sound that out very 00:09:43.769 --> 00:09:47.490 carefully for you phonics fanatics. Normally 00:09:47.490 --> 00:09:52.070 developing and Phonics instruction fails to exert 00:09:52.070 --> 00:09:55.470 a statistically significant impact on poor readers 00:09:55.470 --> 00:09:58.769 in second through sixth grade. This isn't me 00:09:58.769 --> 00:10:01.289 saying it, it's the National Reading Panel. If 00:10:01.289 --> 00:10:04.610 this is to be your holy book, you must read the 00:10:04.610 --> 00:10:07.789 holy book, because that's what it says. And what 00:10:07.789 --> 00:10:10.710 do we do with struggling readers? We give them 00:10:10.710 --> 00:10:13.610 a whole bunch more phonics. And if phonics doesn't 00:10:13.610 --> 00:10:15.950 work, we give them more phonics, so it cannot 00:10:15.950 --> 00:10:18.830 work to an even greater degree. It doesn't make 00:10:18.830 --> 00:10:22.169 sense, does it? Now the National Reading Panel, 00:10:22.230 --> 00:10:27.070 not me, said there are, they identified six ways 00:10:27.070 --> 00:10:31.389 of teaching phonics and they also said each is 00:10:31.389 --> 00:10:36.710 equally effective. Equal means the same. Synthetic 00:10:36.710 --> 00:10:39.490 phonics, that's what we normally think, putting 00:10:39.490 --> 00:10:42.610 letters and sounds together to create words. 00:10:43.960 --> 00:10:47.379 Analytic phonics, analyzing the words children 00:10:47.379 --> 00:10:52.679 already know, they see. Here's the word run. 00:10:53.539 --> 00:10:56.960 What's the last sound in run? Find the word that 00:10:56.960 --> 00:11:00.720 has v in the middle. Analytic phonics. Embedded 00:11:00.720 --> 00:11:04.340 phonics in the structure of what, context of 00:11:04.340 --> 00:11:06.639 what they're reading. If you're doing guided 00:11:06.639 --> 00:11:11.039 reading or shared reading or language experience 00:11:11.039 --> 00:11:14.799 approach. Or if you're using treasure hunts, 00:11:15.159 --> 00:11:17.340 they've read a book and then you create a data 00:11:17.340 --> 00:11:20.720 retrieval chart and you say, find the short a 00:11:20.720 --> 00:11:24.899 words you and a friend. Large unit phonics, teaching 00:11:24.899 --> 00:11:29.659 the most common phonograms or word families or 00:11:29.659 --> 00:11:33.580 prefix, suffix, and roots and using those to 00:11:33.580 --> 00:11:38.149 identify words. Onset rhyme, word building, yes, 00:11:38.330 --> 00:11:41.850 onset beginning sound. Rhyme is the word family. 00:11:43.070 --> 00:11:47.870 Cap is cap, that's onset rhyme. Some teachers 00:11:47.870 --> 00:11:51.950 use Scrabble letters for this so children can 00:11:51.950 --> 00:11:55.690 manipulate in the early grades. Phonics through 00:11:55.690 --> 00:11:58.710 spelling, dictated sentences, and we'll look 00:11:58.710 --> 00:12:03.340 at that later. Spelling practice and. temporary 00:12:03.340 --> 00:12:06.519 spelling, invented spelling. People get worked 00:12:06.519 --> 00:12:09.519 up about the word invented, so temporary spelling. 00:12:10.679 --> 00:12:12.860 Use a couple letters to hold the idea. We'll 00:12:12.860 --> 00:12:18.399 come back and edit later, you say. We teach the 00:12:18.399 --> 00:12:22.840 child, not the program. So we need a little of 00:12:22.840 --> 00:12:27.379 each. Use what works. And here is a good teacher 00:12:27.379 --> 00:12:30.720 being what Yetta Goodman calls a kid watcher. 00:12:33.230 --> 00:12:37.850 At all levels, reading instruction should include 00:12:37.850 --> 00:12:43.490 authentic writing. Authentic is not your cute 00:12:43.490 --> 00:12:47.370 story starter or prompt. It's children describing 00:12:47.370 --> 00:12:51.470 their ideas or their writing about their experiences. 00:12:51.889 --> 00:12:57.379 Writing is multimodal. Get some working. It reinforces 00:12:57.379 --> 00:13:00.080 letter sound patterns, and writing is the best 00:13:00.080 --> 00:13:03.820 way to develop syntactic knowledge. That's grammar 00:13:03.820 --> 00:13:08.240 and word order. How can you develop literacy 00:13:08.240 --> 00:13:12.080 by ignoring half of literacy? And writing is 00:13:12.080 --> 00:13:17.879 an essential part of literacy. And again, daily, 00:13:18.399 --> 00:13:20.799 need not be long, two to five minutes, and then 00:13:20.799 --> 00:13:24.759 share with a friend. Get responses. And again, 00:13:25.039 --> 00:13:28.759 authentic writing. write their ideas and experiences. 00:13:29.080 --> 00:13:31.299 And I love this picture. You see the little guy 00:13:31.299 --> 00:13:33.779 there laughing as he's thinking about what he's 00:13:33.779 --> 00:13:37.220 going to write. Love that picture. All right. 00:13:37.600 --> 00:13:40.759 Here's a strategy. Simple strategy. Dictated 00:13:40.759 --> 00:13:44.299 sentences for spelling and word identification. 00:13:45.419 --> 00:13:49.700 You design one to six short sentences. Use the 00:13:49.700 --> 00:13:53.460 sentences to reinforce a target letter sound 00:13:53.460 --> 00:13:58.080 or a spelling pattern or a sight word and then 00:13:58.080 --> 00:14:01.279 create sentences with meaningful connections. 00:14:01.500 --> 00:14:03.960 I always like to have sentences about students' 00:14:04.019 --> 00:14:06.259 lives or maybe a book that you're reading as 00:14:06.259 --> 00:14:11.799 a class. Instead, you dictate sentences to students 00:14:11.799 --> 00:14:16.190 one at a time. Eventually, you can do this in 00:14:16.190 --> 00:14:19.049 pairs and small groups as well as large group. 00:14:19.309 --> 00:14:23.370 The students write that sentence without worrying 00:14:23.370 --> 00:14:25.870 about spelling. Just say, give it your best shot, 00:14:26.230 --> 00:14:29.129 and you skip a line between sentences because 00:14:29.129 --> 00:14:33.149 after each sentence, you say, all right, look 00:14:33.149 --> 00:14:35.730 for words that don't look right. Are there any 00:14:35.730 --> 00:14:38.429 words that don't look right? And if they're working 00:14:38.429 --> 00:14:42.110 with a partner, they can do this with their partner. 00:14:42.980 --> 00:14:48.019 They identify words that don't look right. Then 00:14:48.019 --> 00:14:51.279 you show the complete sentence on a screen or 00:14:51.279 --> 00:14:55.340 a poster and students don't erase. They simply 00:14:55.340 --> 00:14:59.480 draw a line through the incorrect word and write 00:14:59.480 --> 00:15:02.799 the correct spelling on top. So the students 00:15:02.799 --> 00:15:06.399 see both the incorrect and the correct. And when 00:15:06.399 --> 00:15:11.710 all is finished, they reread the sentences. until 00:15:11.710 --> 00:15:16.090 fluency is achieved. For example, this is one, 00:15:16.210 --> 00:15:20.389 the dog is a stray. I'm reinforcing the ay. Do 00:15:20.389 --> 00:15:25.649 that. See the sentence. Line, right. Second, 00:15:26.110 --> 00:15:29.450 third. And then afterwards, we would reread until 00:15:29.450 --> 00:15:33.049 fluency is achieved. So here I am reinforcing 00:15:33.049 --> 00:15:37.690 grammar and word order. reinforcing the ay phonogram 00:15:37.690 --> 00:15:41.529 and fluency by rereading until fluency is achieved. 00:15:42.750 --> 00:15:47.009 Word sorts, a powerful learning strategy, a form 00:15:47.009 --> 00:15:50.330 of inductive analysis to reinforce letter patterns 00:15:50.330 --> 00:15:58.200 and word parts. and it's part of large unit phonics. 00:15:58.279 --> 00:16:02.000 You give them a series of words with young children. 00:16:02.000 --> 00:16:04.639 I like to have them written on cards so they 00:16:04.639 --> 00:16:10.039 can manipulate. And they look at the group, and 00:16:10.039 --> 00:16:12.419 ideally this is done with two or three students, 00:16:12.899 --> 00:16:16.399 and they organize them in groups related to vowel 00:16:16.399 --> 00:16:20.059 sounds or letters. Sometimes I have the same 00:16:20.059 --> 00:16:22.519 sound with different letter patterns. These are 00:16:22.519 --> 00:16:26.860 all long A spellings. or semantic groups. And 00:16:26.860 --> 00:16:30.840 that's where this strays into vocabulary. This 00:16:30.840 --> 00:16:35.360 is a powerful form of learning, inductive analysis. 00:16:35.740 --> 00:16:40.840 James Bruner described this as part of discovery 00:16:40.840 --> 00:16:46.360 learning. Here it is with older students. Shared 00:16:46.360 --> 00:16:51.759 reading for phonics. You start step one, shared 00:16:51.759 --> 00:16:53.960 reading. You read the book aloud to students. 00:16:54.139 --> 00:16:59.019 or with students. This is for primary age. Students 00:16:59.019 --> 00:17:01.980 then read independently with a buddy, buddy reading 00:17:01.980 --> 00:17:05.319 every other. Then students identify interesting 00:17:05.319 --> 00:17:09.779 or important words that they found. So they're 00:17:09.779 --> 00:17:13.240 choosing words from the context of a book. Teacher 00:17:13.240 --> 00:17:16.099 collects their words, writes on three by five 00:17:16.099 --> 00:17:19.960 cards, and the next day students use these cards 00:17:19.960 --> 00:17:22.819 to create groups. This could be based on letter 00:17:22.819 --> 00:17:26.779 sounds, patterns, or meanings. And it's nice 00:17:26.779 --> 00:17:30.079 to have word walls. If these words are taken 00:17:30.079 --> 00:17:34.000 from a book, the classroom becomes the book with 00:17:34.000 --> 00:17:37.519 these word walls. And you can do writing prompts 00:17:37.519 --> 00:17:42.759 and bingo and scrabble. For older students, We'd 00:17:42.759 --> 00:17:46.500 do it. We'd adopt and adapt. Read a book using 00:17:46.500 --> 00:17:51.359 shared reading or close reading. With a partner, 00:17:51.400 --> 00:17:54.519 they would choose five to eight words, collect 00:17:54.519 --> 00:17:57.579 them all, and then students used to create groups. 00:17:58.079 --> 00:18:02.059 Adopt and adapt. This is powerful. Replay analysis. 00:18:02.940 --> 00:18:05.920 Adopted from Yetta Goodman's retrospective MISCU 00:18:05.920 --> 00:18:09.400 analysis. Students given three to six sentences 00:18:09.400 --> 00:18:12.220 on a sheet of paper, they read the sentences 00:18:12.220 --> 00:18:16.079 into an audio recorder, then they listen. With 00:18:16.079 --> 00:18:19.059 a buddy, the student underlines the trouble words 00:18:19.059 --> 00:18:22.420 or the stumble words, then they go back and they 00:18:22.420 --> 00:18:26.319 reread until fluency is achieved. Usually, two 00:18:26.319 --> 00:18:31.710 no more than three times is taken for this. Here's 00:18:31.710 --> 00:18:36.730 an example, and I'm reinforcing again the AY 00:18:36.730 --> 00:18:42.049 phonogram. Which word looks right? English's 00:18:42.049 --> 00:18:47.130 language is not consistent. Too many aberrations. 00:18:52.309 --> 00:18:57.970 Give them a set of words, letter patterns, and 00:18:58.839 --> 00:19:01.839 One of the words doesn't look right. You know, 00:19:02.019 --> 00:19:05.079 neat, neat, neat, neat, neat. These are all letter 00:19:05.079 --> 00:19:09.720 patterns used to create the long E sound. And 00:19:09.720 --> 00:19:12.720 these are short three to eight minutes a day. 00:19:13.220 --> 00:19:15.819 Three to eight minutes a day. I will ride my 00:19:15.819 --> 00:19:19.900 bike. Which word looks right? It gets them looking 00:19:19.900 --> 00:19:24.700 at and noticing letter patterns. It's all about 00:19:24.700 --> 00:19:32.680 the patterns. It's all about the patterns. No 00:19:32.680 --> 00:19:35.740 single activity, but all of them. Usually when 00:19:35.740 --> 00:19:38.839 I'm tutoring a kid, it's usually 30 minutes, 00:19:40.079 --> 00:19:43.140 four to six minutes an activity, pause and process, 00:19:43.299 --> 00:19:46.019 four to six to the next, four to six to the next, 00:19:46.039 --> 00:19:51.119 a series of short activities. No single strategy 00:19:51.119 --> 00:19:56.880 works best, learning. occurs over time. No single 00:19:56.880 --> 00:20:00.799 strategy should be your only strategy. Here are 00:20:00.799 --> 00:20:05.400 some ideas for semantics. That means using context 00:20:05.400 --> 00:20:09.539 to recognize words, not identify, but recognize. 00:20:10.579 --> 00:20:14.740 Close is a sentence with one word missing. Maze 00:20:14.740 --> 00:20:17.700 is a sentence with either two or three words 00:20:17.700 --> 00:20:23.400 choices. and story close our maze is using close 00:20:23.400 --> 00:20:27.839 our maze to create a story again six to ten minutes 00:20:27.839 --> 00:20:31.940 you can create a pre -reading maze pre -reading 00:20:31.940 --> 00:20:35.380 activities are designed to get students ready 00:20:35.380 --> 00:20:39.019 to read the story and this develops semantic 00:20:39.019 --> 00:20:41.640 queuing this is the first grade book related 00:20:41.640 --> 00:20:45.859 to bees it's called bees to honey bees to honey 00:20:45.859 --> 00:20:50.220 reading level one bees make blank and you help 00:20:50.220 --> 00:20:53.579 them. Sometimes you have to sound out the words 00:20:53.579 --> 00:20:57.180 for the younger readers. Bees make honey help. 00:20:57.220 --> 00:21:00.559 Which one fits? And then they see the correct 00:21:00.559 --> 00:21:05.059 one. Bees live blank a beehive. What word makes 00:21:05.059 --> 00:21:10.859 sense here? Bees blank fly. Then they see the 00:21:10.859 --> 00:21:15.440 complete paragraph or sentences, and they reread 00:21:15.440 --> 00:21:18.460 until fluency is achieved, this then should get 00:21:18.460 --> 00:21:21.579 them ready to read the book independently. That's 00:21:21.579 --> 00:21:28.420 what a pre -reading scaffold does. Analytic phonics. 00:21:28.839 --> 00:21:32.000 Show them the sentences. Teacher might ask, find 00:21:32.000 --> 00:21:36.220 the word with the v sound in the middle. That's 00:21:36.220 --> 00:21:41.940 analytic phonics. Sentence mix -up for comprehension 00:21:41.940 --> 00:21:46.200 and syntax. Cut the sentences into individual 00:21:46.200 --> 00:21:50.500 words. Mix up each sentence and students have 00:21:50.500 --> 00:21:58.099 to put them back in order again. Close. I had 00:21:58.099 --> 00:22:02.660 a b - dream. The answer should be abundantly 00:22:02.660 --> 00:22:05.359 obvious with these. We're not trying to trick 00:22:05.359 --> 00:22:07.420 students, we're trying to develop what their 00:22:07.420 --> 00:22:10.839 brain does naturally. And when we read, our eyes 00:22:10.839 --> 00:22:15.119 don't go like this. Our eyes go like this. So 00:22:15.119 --> 00:22:19.220 I say, I ask them, say blank and finish the sentence. 00:22:19.359 --> 00:22:23.660 I had a blank dream. And see if you can figure 00:22:23.660 --> 00:22:27.099 it out. Sometimes I say, look on both sides for 00:22:27.099 --> 00:22:31.160 clues. I had a blank dream. I had a bad dream. 00:22:31.380 --> 00:22:36.140 Yes. Had a bad dream. What did you say? Yes. 00:22:36.589 --> 00:22:40.509 Now some of you phonics, penguins are freaking 00:22:40.509 --> 00:22:43.690 out here. Here's the thing, I had a student third 00:22:43.690 --> 00:22:46.609 grade struggling reader working with her online 00:22:46.609 --> 00:22:50.349 and she would come to a word she didn't understand 00:22:50.349 --> 00:22:54.009 and she would stop and sound out every single 00:22:54.009 --> 00:22:56.769 letter and it would take her about 10 seconds 00:22:56.769 --> 00:23:00.549 and then she would guess dinosaur and I say yes 00:23:00.549 --> 00:23:04.720 dinosaur and she'd keep going on. So I tried 00:23:04.720 --> 00:23:07.660 a strategy. I said, well, just say blank and 00:23:07.660 --> 00:23:10.019 continue reading on. I said, try that once or 00:23:10.019 --> 00:23:14.960 twice. So she would do that. And in two seconds, 00:23:15.000 --> 00:23:18.319 she'd go back and she knew what the word was. 00:23:18.880 --> 00:23:22.299 Ten seconds versus two seconds. This does not 00:23:22.299 --> 00:23:24.900 mean that I do not teach phonics. I'm simply 00:23:24.900 --> 00:23:27.900 giving another strategy. I'm developing what 00:23:27.900 --> 00:23:31.859 the brain does best. And she said, Dr. A, that's 00:23:31.859 --> 00:23:35.220 what she called me. Your magic, the words just 00:23:35.220 --> 00:23:40.259 pop into my head, she said. May's same thing. 00:23:40.380 --> 00:23:43.880 He had a blank day at school. This invites them 00:23:43.880 --> 00:23:46.900 to look carefully at the letter patterns. It's 00:23:46.900 --> 00:23:51.859 all about the patterns. I liked using May's mini 00:23:51.859 --> 00:23:54.680 stories. This is about a six to eight sentence 00:23:54.680 --> 00:23:59.019 story. The first sentence is complete, followed 00:23:59.019 --> 00:24:03.119 by May's sentences. Come back here, blank yell, 00:24:03.500 --> 00:24:07.099 and you can do this together or in large group. 00:24:07.980 --> 00:24:14.960 This is one short activity. And then at the end, 00:24:15.200 --> 00:24:18.299 you see the complete story, short story, little 00:24:18.299 --> 00:24:22.539 paragraph, and you reread, tell, fluency is achieved. 00:24:23.160 --> 00:24:26.019 And if you want to do, you can use this for analytic 00:24:26.019 --> 00:24:31.420 phonics, analytic phonics. There's a long a word 00:24:31.420 --> 00:24:36.819 in this sentence. See if you can find it. Syntax, 00:24:36.819 --> 00:24:39.240 which has to do with grammar and word order, 00:24:39.559 --> 00:24:44.380 and these all involve writing. These can be used 00:24:44.380 --> 00:24:47.640 as pre or post reading activities used to reinforce 00:24:47.640 --> 00:24:51.279 phonograms, sounds, sight words, done orally 00:24:51.279 --> 00:24:54.299 or in writing. Group edits. You put a sentence 00:24:54.299 --> 00:24:58.460 on the board with edits, with errors, grammar, 00:24:58.759 --> 00:25:02.319 word order, punctuation, and in large groups 00:25:02.319 --> 00:25:05.039 students are asked to come up one at a time and 00:25:05.039 --> 00:25:07.799 make a correction. And here's where you have 00:25:07.799 --> 00:25:11.839 the little mini lesson. And these sentences should 00:25:11.839 --> 00:25:15.460 be about student's lives, what they're experiencing, 00:25:15.579 --> 00:25:18.920 or maybe what they're reading about. You want 00:25:18.920 --> 00:25:22.779 to make reading connections to the greatest extent 00:25:22.779 --> 00:25:29.920 possible. Did you see them big dog outside? You 00:25:29.920 --> 00:25:33.799 get the idea. Sentence combining. This has a 00:25:33.799 --> 00:25:37.259 strong research base for grammar. Jill is strong. 00:25:37.619 --> 00:25:41.119 Jill is a soccer player. Jill is a strong soccer 00:25:41.119 --> 00:25:44.799 player. They must combine the two sentences while 00:25:44.799 --> 00:25:48.880 retaining the initial meaning of both. And here 00:25:48.880 --> 00:25:53.059 I'm reinforcing the short I sound or the I -L 00:25:53.059 --> 00:25:58.299 -L phonogram. Sentence combining, sentence mix 00:25:58.299 --> 00:26:02.279 -up, sometimes called sentence anagrams. And 00:26:02.279 --> 00:26:06.140 this develops an important thing called metacognition. 00:26:06.410 --> 00:26:12.750 Does it make sense? Online, I can't have them 00:26:12.750 --> 00:26:16.009 rearrange letter cards or word cards, so I show 00:26:16.009 --> 00:26:19.269 them a mixed up sentence and say, tell me when 00:26:19.269 --> 00:26:22.990 you think you know what this sentence is. Ran 00:26:22.990 --> 00:26:26.349 away the cat, and it's usually right about here, 00:26:26.430 --> 00:26:30.089 they know. These are short, three to six minutes, 00:26:30.190 --> 00:26:33.569 and I can reinforce a letter sound if I get all 00:26:33.569 --> 00:26:37.630 worked up. I like students doing this in groups. 00:26:38.289 --> 00:26:41.130 You can cut a sentence into three by five words, 00:26:41.569 --> 00:26:45.210 keep them in an envelope for use later on, and 00:26:45.210 --> 00:26:47.789 they rearrange the sentences. If I'm reading 00:26:47.789 --> 00:26:50.369 Winnie the Pooh, I have a whole bunch of Winnie 00:26:50.369 --> 00:26:53.069 the Pooh sentence mix -up things in an envelope, 00:26:53.309 --> 00:26:55.730 and I can get them out and use them from year 00:26:55.730 --> 00:27:04.170 to year. write the sentences in first grade and 00:27:04.170 --> 00:27:07.069 kindergarten in front of students, cut them up, 00:27:07.450 --> 00:27:10.369 and then mix them up and create order. Sentence 00:27:10.369 --> 00:27:15.150 mix -up or sentence anagram. And the level of 00:27:15.150 --> 00:27:17.730 support you give, of course, is related to the 00:27:17.730 --> 00:27:21.609 students. Sometimes with some very low -functioning 00:27:21.609 --> 00:27:24.329 students, I show them the complete sentence. 00:27:24.670 --> 00:27:27.269 Sometimes I keep the complete sentence up there. 00:27:28.700 --> 00:27:32.200 Cookie sentences. Here are three sentences. Only 00:27:32.200 --> 00:27:34.859 one of them makes sense. See if you can find 00:27:34.859 --> 00:27:37.539 the one that makes sense. And again, develops 00:27:37.539 --> 00:27:41.819 metacognition. Does this make sense? That's an 00:27:41.819 --> 00:27:46.019 important cognitive skill to have for beginning 00:27:46.019 --> 00:27:50.059 readers. Does this make sense? Sentence alteration. 00:27:50.339 --> 00:27:53.359 This is for older students. Give them a sentence 00:27:53.359 --> 00:27:56.619 and see if they can say the same thing using 00:27:56.619 --> 00:28:01.079 different words. This is a fun activity. This 00:28:01.079 --> 00:28:04.980 can be used to reinforce vocabulary or letter 00:28:04.980 --> 00:28:08.660 sounds. What you want to do is stop correcting 00:28:08.660 --> 00:28:12.859 oral reading mistakes. I know there's a tendency 00:28:12.859 --> 00:28:15.500 when a kid is reading out loud to jump in there 00:28:15.500 --> 00:28:19.140 or to say, sound it out, and if the kid could 00:28:19.140 --> 00:28:21.660 sound it out he wouldn't have stopped or she 00:28:21.660 --> 00:28:25.529 wouldn't have stopped. So if you jump in there 00:28:25.529 --> 00:28:29.549 the student becomes reliant on you and the student 00:28:29.549 --> 00:28:34.009 doesn't develop the ability to ask what makes 00:28:34.009 --> 00:28:39.609 sense here. So be patient, stop jumping in, stop 00:28:39.609 --> 00:28:42.789 telling them to sound it out. Now here's the 00:28:42.789 --> 00:28:46.769 thing. A buzzword is a word used to elicit an 00:28:46.769 --> 00:28:50.049 emotional response instead of transmitting information. 00:28:50.509 --> 00:28:54.150 And academic buzzwords are buzzwords used in 00:28:54.150 --> 00:28:57.150 education, and they create the illusion of something 00:28:57.150 --> 00:29:02.210 important. But they are buzzwords. And take a 00:29:02.210 --> 00:29:05.349 look at these. These are common academic buzzwords. 00:29:05.910 --> 00:29:10.569 And if you want to have some fun, go to a reading 00:29:10.569 --> 00:29:14.730 league meeting, have this list of words, and 00:29:14.779 --> 00:29:17.400 ask, give, give, put them on a sheet of paper 00:29:17.400 --> 00:29:20.880 and ask every participant to write a definition 00:29:20.880 --> 00:29:24.019 of the words and then see if their definitions 00:29:24.019 --> 00:29:28.039 match. Evidence -based. Well, there's evidence 00:29:28.039 --> 00:29:33.160 and it's based on it. Oftentimes these are buzzwords 00:29:33.160 --> 00:29:36.400 just used to create the illusion of something 00:29:36.400 --> 00:29:40.039 important. Oh, we are evidence -based. We use 00:29:40.039 --> 00:29:44.759 direct and explicit instruction. Okay. Okay. 00:29:46.220 --> 00:29:50.180 Systematic simply means a general plan, not a 00:29:50.180 --> 00:29:55.259 rigid adherence or pre -described order. It is 00:29:55.259 --> 00:29:59.700 not a specific set of skills taught in a predetermined 00:29:59.700 --> 00:30:04.339 order and in a specific way. That would be absolutely 00:30:04.339 --> 00:30:07.240 silly because students are not standardized products. 00:30:07.619 --> 00:30:11.200 Instead, you document when you teach a skill 00:30:11.200 --> 00:30:14.420 and when students have mastered a skill. Something 00:30:14.420 --> 00:30:17.839 simple like this. Document, put the date when 00:30:17.839 --> 00:30:20.740 you teach it, and you could have one of these 00:30:20.740 --> 00:30:23.160 for every student, the date when they mastered 00:30:23.160 --> 00:30:27.220 it. Here are sight words. This would be, again, 00:30:27.480 --> 00:30:32.160 kindergarten, first grade, and phonograms. Keep 00:30:32.160 --> 00:30:38.200 it simple. And I ask unto you, is there research 00:30:38.200 --> 00:30:40.779 evidence to demonstrate that teaching a whole 00:30:40.779 --> 00:30:44.380 bunch of reading subskills in a specific order 00:30:44.380 --> 00:30:48.160 is more effective than teaching some skills in 00:30:48.160 --> 00:30:52.990 a general order? There is not. And the onus is 00:30:52.990 --> 00:30:56.809 not on me to disprove a negative. The onus is 00:30:56.809 --> 00:30:59.690 on those who are making the claim that this is 00:30:59.690 --> 00:31:03.829 research -based to demonstrate some research 00:31:03.829 --> 00:31:07.470 to support that teaching all these subskills 00:31:07.470 --> 00:31:12.049 in this order is more effective than a general 00:31:12.049 --> 00:31:18.069 set of skills as needed. Direct and explicit 00:31:18.069 --> 00:31:20.549 instruction is another one of those buzzwords. 00:31:20.839 --> 00:31:26.900 Everybody believes in direct and explicit instruction. 00:31:27.680 --> 00:31:31.759 Everybody agrees with this. I'm the holiest of 00:31:31.759 --> 00:31:34.960 whole language practitioners. I believe in direct, 00:31:35.200 --> 00:31:42.059 explicit, and systematic instruction. It is a 00:31:42.059 --> 00:31:45.400 strategy, a pedagogical strategy that should 00:31:45.400 --> 00:31:49.680 be in every teacher's toolbox. It's not a method. 00:31:49.759 --> 00:31:55.960 It's not an approach. It simply consists of the 00:31:55.960 --> 00:31:59.420 elements of effective skills instruction. This 00:31:59.420 --> 00:32:02.779 is what direct instruction is. It has a purpose 00:32:02.779 --> 00:32:06.480 to teach a letter and a sound the input. This 00:32:06.480 --> 00:32:10.140 is the letter A. It makes this sound, ah. That's 00:32:10.140 --> 00:32:13.500 the short sound. Here are some examples. C -at 00:32:13.500 --> 00:32:20.019 -a -ple -ant -m -at. Guided practice with scaffolding. 00:32:20.339 --> 00:32:22.960 You do a few together, a few with a partner, 00:32:23.759 --> 00:32:26.500 gradual release of teacher responsibility, and 00:32:26.500 --> 00:32:28.920 then a few by yourself, and I can see who's got 00:32:28.920 --> 00:32:32.859 it. And then independent practice of what has 00:32:32.859 --> 00:32:36.279 just been learned. And you learn nothing with 00:32:36.279 --> 00:32:41.319 a single encounter, so you review and revisit 00:32:41.319 --> 00:32:48.910 several times. Direct instruction is very effective 00:32:48.910 --> 00:32:53.549 in teaching low -level skills. Everyone agrees 00:32:53.549 --> 00:32:57.150 with that. So let's define our terms. Direct 00:32:57.150 --> 00:33:01.250 instruction is a pedagogical strategy that includes 00:33:01.250 --> 00:33:03.930 purpose, input, guided practice, independent 00:33:03.930 --> 00:33:07.390 practice. These are the elements of effective 00:33:07.390 --> 00:33:12.099 skills instruction. Explicit, clearly defining 00:33:12.099 --> 00:33:15.380 what you're teaching and teaching it. Who doesn't 00:33:15.380 --> 00:33:18.779 believe in this? You want implicit instruction, 00:33:19.220 --> 00:33:23.279 implied instruction, vague instruction. Everybody 00:33:23.279 --> 00:33:26.579 agrees that explicit instruction is important. 00:33:27.420 --> 00:33:31.299 And systematic, simply a system in place to document 00:33:31.299 --> 00:33:33.839 what skills are taught, when they're taught, 00:33:33.880 --> 00:33:37.740 and when students have mastered the skill. This 00:33:37.740 --> 00:33:41.920 does not mean you need to use a commercial program. 00:33:43.460 --> 00:33:46.660 This is all related to phonics. A balanced approach 00:33:46.660 --> 00:33:50.380 to literacy includes direct, systematic, and 00:33:50.380 --> 00:33:54.579 explicit phonics instruction. Balanced literacy 00:33:54.579 --> 00:33:59.059 is not an approach. It's not a singular approach. 00:34:00.140 --> 00:34:03.299 It simply says there's a balance between teaching 00:34:03.299 --> 00:34:08.260 skills and practicing them in authentic context. 00:34:08.619 --> 00:34:11.940 And with every class and every student, there's 00:34:11.940 --> 00:34:15.280 a continual. Some need more of this and less 00:34:15.280 --> 00:34:19.380 of that. Some need more of that and less of that. 00:34:20.159 --> 00:34:22.940 It varies on the students. It looks a little 00:34:22.940 --> 00:34:26.400 different in every teacher's classroom. Teachers 00:34:26.400 --> 00:34:28.860 aren't standardized products and neither are 00:34:28.860 --> 00:34:32.440 their students. So what does the National Reading 00:34:32.440 --> 00:34:36.829 Panel say? about direct instruction. Students 00:34:36.829 --> 00:34:39.929 need to apply their skills in daily reading and 00:34:39.929 --> 00:34:43.250 writing activities. If you focus too much on 00:34:43.250 --> 00:34:47.610 phonics, with little time spent practicing, that 00:34:47.610 --> 00:34:53.070 instruction is likely to be ineffective. Ooh, 00:34:53.329 --> 00:34:57.510 they actually use the term balanced reading program. 00:34:57.630 --> 00:35:01.329 Hmm. Systematic phonics integrated with other 00:35:01.329 --> 00:35:05.469 reading. That's on page 2 -97. You can look it 00:35:05.469 --> 00:35:10.010 up. They said balanced. Phonics should not become 00:35:10.010 --> 00:35:13.409 the dominant component in a reading program, 00:35:13.849 --> 00:35:16.610 neither in the amount of time devoted to it nor 00:35:16.610 --> 00:35:21.349 the significance attached. And again, 2 -97. 00:35:23.230 --> 00:35:28.179 Balanced. Balance. And word identification. different 00:35:28.179 --> 00:35:31.099 from recognition. You see the word in print, 00:35:31.139 --> 00:35:34.460 it's in your lexicon, but you don't recognize 00:35:34.460 --> 00:35:38.219 it, so you must consciously apply a strategy. 00:35:38.699 --> 00:35:41.900 Hmm, I don't recognize you. I think I will apply 00:35:41.900 --> 00:35:46.059 this strategy. And there are four of these, and 00:35:46.059 --> 00:35:50.360 we teach the strategies explicitly, directly, 00:35:50.639 --> 00:35:54.239 and systematically. to develop the skill, meaning 00:35:54.239 --> 00:35:57.360 that so we don't think about them as we're doing 00:35:57.360 --> 00:36:02.079 that. We do it automatically. We use direct and 00:36:02.079 --> 00:36:06.260 explicit instruction. Here's how you teach analogy. 00:36:06.400 --> 00:36:09.380 Step one, read the sentence and say blank for 00:36:09.380 --> 00:36:12.820 the target. Look for word parts you recognize. 00:36:13.239 --> 00:36:18.480 Use word parts to experiment, make a guess, reread 00:36:18.480 --> 00:36:22.059 to see if your guess makes sense. One group said, 00:36:22.400 --> 00:36:26.280 you should change the word to experiment instead 00:36:26.280 --> 00:36:28.980 of make a guess, because some science of reading 00:36:28.980 --> 00:36:32.659 people freak out with the term make a guess, 00:36:33.119 --> 00:36:36.719 not realizing that even with explicit phonics, 00:36:36.920 --> 00:36:40.920 students experiment or make a guess. Dinosaur, 00:36:40.920 --> 00:36:45.500 they say. They see if it makes sense. Experiment. 00:36:46.280 --> 00:36:49.539 Morphemic analysis. Here are the steps. Say blank 00:36:49.539 --> 00:36:53.079 for the target. Look for prefixes, suffixes, 00:36:53.260 --> 00:36:57.760 and words you recognize. Use them to experiment. 00:36:58.539 --> 00:37:02.219 Reread to see if your experiment makes sense. 00:37:05.340 --> 00:37:09.000 Context clues, say blank. Look for clues on both 00:37:09.000 --> 00:37:13.820 sides. Experiment. Reread to see if your experiment 00:37:13.820 --> 00:37:18.659 makes sense. And phonics. Oh, look at, I'm experimenting 00:37:18.659 --> 00:37:22.469 again. Say blank for the target. Use letter clues 00:37:22.469 --> 00:37:26.550 to sound it out. Experiment. Reread to see if 00:37:26.550 --> 00:37:31.630 your experiment makes sense. All right, that 00:37:31.630 --> 00:37:35.030 has been phonics and word identification.