Presentation from the 2006 National Resource Center for Paraprofessionals Conference http://www.nrcpara.org/

1. Strategies for Understanding and Incorporating the National Reading Panels Five Components of Reading into the Classroom Paraprofessional Conference 2006

2. Rolling Meadow Duckling Stripes Hatched Waddled Webbed Diving Delicious Hero Story Impressions

9. 4 Stage Model of ZPD

10. Gradual Release of Responsibility Model of Instruction Responsibility:All Teacher Responsibility:All Student P.D. Pearson and M.C. Gallagher, Contemporary Educational Psychology 8, 1983; Farotrup & Samuels, 2002 Direct Instruction I do it. Teacher Models the strategy use Guided Practice: We do it. Pairs/ Homework Partners Individuals You do it. Assessment M O D E L I N G

11. Reversing the Lesson Triangle Historical design Current design Assignment Read Discussion to see if students read and if they remember & understand the proper concepts Frontloading pre-reading activities: discussion, prediction, questioning, brainstorming, vocabulary Guided Active Silent Reading Discussion to clarify, reinforce & extend

12. An Effective Text-Centered Lesson Vacca and Vacca, Content Area Reading, 2002 Post-reading Reader-text interactions Pre-reading Rationale Instructional Sequence Before reading During reading After reading To establish purpose, activate background, sustain motivation, & provide direction To prompt an active response to reading To extend & elaborate ideas from the text Instructional Framework

19. Best Results: Phonemic Awareness instruction should only be 10-15 minutes per day of your reading instruction. Explicitly teach lessons with small groups of children.

24. Progression of Regular Word Reading

27. Best Way to Teach Phonics!

29. Are You a Fluent Reader? Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer In waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a tatol mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mind deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig, huh?

31. How to Teach Fluency

34. Vocabulary Vocabulary Development : The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. As a learner begins to read, reading vocabulary is mapped onto the oral vocabulary the learner brings to the task.

36. Actual Differences in Quantity of Words Heard In a typical hour, the average child would hear: Welfare: 616 words Working Class: 1,251 words Professional: 2,153 words Actual Differences in Quality of Words Heard Professional: 32 affirmations, 5 prohibitions Working Class: 12 affirmations, 7 prohibitions Welfare: 5 affirmations, 11 prohibitions (Hart & Risley, 1995)

37. Cumulative Vocabulary Children from professional families: 1100 words Children from working class families: 700 words Children from welfare families: 500 words

38. Cumulative Vocabulary Experiences Words heard per hour Words heard in a 100-hour week Words heard in a 5,200 hour year 4 years Welfare 616 62,000 3 million 13 million Working Class 1,251 125,000 6 million 26 million Professional 2,153 215,000 11 million 45 million

40. How to Teach Vocabulary

45. Teaching Comprehension

49. Reading Levels Reading Level Word Comprehension Recognition Independent 95% 95% Instructional 90% 80-90% Frustration below 90% below 80%