Latest / The Reading Instruction Show / The National Reading Panel: Phonics and Word Work

Transcript

The National Reading Panel: Phonics and Word Work · The Reading Instruction Show

0:01
Greetings, this is Andy Johnson, The Reading
0:03
Instruction Show. This is part two of my five
0:08
-part series looking at the five core elements
0:11
of the National Reading Panel Report. It says
0:15
five there instead of two because this is part
0:18
of a larger conference presentation. So phonics
0:22
instruction, phonemic awareness, phonics, vocabulary,
0:27
comprehension, fluency, the big five, the core
0:30
five. So we're looking at phonics instruction
0:32
and word work. Phonics, well, you'll see why.
0:39
Reading is creating meeting with print. It's
0:42
not simply sounding out words. As we read, there
0:47
is 10 times more information flowing from the
0:50
cortex down to the thalamus, that little relay
0:54
system in the middle of your brain, than from
0:57
the page and the thalamus up. That means we're
1:01
using what's in our head to create meaning with
1:05
print. It's not just sounding out words and listening
1:09
to the sounds in your head as the simple view
1:12
of reading would have you believe. And there
1:16
are three interacting systems, phonological,
1:21
syntactical, and semantic systems. They are interacting
1:24
and interdependent. They all work together. Three
1:29
-queuing is not something you teach, it's just
1:32
an understanding that we use multiple sources
1:36
of information when we're recognizing words.
1:39
Word recognition is the ability to automatically
1:43
recognize a word during reading. Word identification,
1:47
which we will cover, it's in your lexicon, the
1:50
mental dictionary in your head. You don't recognize
1:53
it, so you must consciously apply some strategy.
1:58
And in a really, real comprehensive reading program,
2:04
we have activities to develop all three cueing
2:07
systems. That does not mean we ignore direct
2:10
and explicit and systematic phonics instruction.
2:15
Here are some activities. Phonics, letter sounds,
2:18
letter patterns, direct instruction, word sorts,
2:21
that sort of thing. Semantics, we use close and
2:24
maze activities, and you can still reinforce
2:27
phonics using that. And the same with sentence.
2:31
A lot of writing, a lot of sentence anagram.
2:34
Not something mysterious. And again, three -queuing
2:37
is not a strategy. We teach. It's not an approach.
2:42
It's not a method. We don't teach three -queuing
2:45
systems. We develop. And I have plenty of research
2:50
to support this. You can go to my sub stack.
2:53
My book, Making Sense of the Science of Reading,
2:56
will be coming out this summer sometime. What
2:59
3Qing is not? It's not a strategy to teach. It
3:03
doesn't exclude phonics. It doesn't encourage
3:06
children to use picture clues to figure out words.
3:09
And I laugh because some of these are so silly,
3:12
but it's so sad because this is some of the garbage
3:15
that people are talking about. It's not an approach.
3:18
It's not a method of decoding print. It doesn't
3:22
exclude direct, explicit, and systematic files.
3:26
What it is is simply understanding that the brain
3:29
uses multiple sources of information when creating
3:33
meaning with print. So it's using and developing
3:37
what the brain naturally does. It's not that
3:41
mysterious. And our brain does three things.
3:44
It looks for patterns and fills in the blank.
3:46
That's gestalt, tries to make sense of stuff,
3:50
and it makes predictions and inferences based
3:53
on partial data. Gestalt, looks for patterns,
3:58
fills in the blanks. You see that and you go,
4:00
what? You're making sense of it and you may see
4:03
a saber -toothed tiger or some sort of cat and
4:06
maybe a hippopotamus and, all right, your brain
4:09
is looking for familiar things to create meaning.
4:13
Tries to make sense. You see a chalice or you
4:16
see two faces looking at each other. You see
4:21
a young woman looking away, chin at nose eyes,
4:24
or an old woman looking down, mouth, chin, nose.
4:28
your brain creates meaning it fills in the blanks
4:32
this is three pac -man heads but really you see
4:36
a triangle blobs and you see kind of a groucho
4:39
march character blobs but you see a dog a guy
4:43
playing sax or a guy wearing a tambourine i think
4:47
it is three systems to cue the brain is as to
4:53
what the word is during the act of creating meaning.
4:56
And if you're looking at this PowerPoint, looking
4:59
at the words, you're doing it right there. When
5:02
you see the word systems, you do not sound out
5:05
s -s -t -m -s. You don't do that. You're using
5:09
multiple sources of information. And these act
5:14
together, not singular. So if you're just teaching
5:18
phonics and you're ignoring these two, you're
5:21
giving your students one -third of a word recognition
5:26
education. And again, they don't work independently.
5:30
They work together. Think about it. We don't
5:34
encounter single words floating in space. Words
5:38
are always found in the context of a sentence,
5:42
a sign, or a product of some sort. The only time
5:47
you see words in isolation is on a dibbles test,
5:50
and they don't make sense. If reading was simply
5:54
identifying random words we encountered, well
5:57
then just focusing on phonics would make lots
6:00
of sense, but it doesn't, and it doesn't. So,
6:05
phonics instruction. Everybody believes in phonics
6:09
instruction. It's not the how, it's the how much
6:13
of phonics in which there are differing views.
6:16
But everybody believes that you have to teach
6:19
letter -sound associations. Now here's the thing,
6:24
phonics instruction has been shown to be more
6:26
effective in raising scores on measures of phonics
6:30
than no phonics instruction. And the clown says,
6:34
oh, this proves it. This proves that all students
6:38
need lots of phonics instruction. And that's
6:42
the type of research that's used to support these
6:45
science of reading mandates. However, that is
6:49
wrong. It doesn't mean that all students need
6:52
heavy doses of phonics, that students will be
6:55
better readers if they get more phonics. There's
6:58
no research to support that. That phonics is
7:01
the key variable in learning to read. that anything
7:05
other than phonics should be excluded, that phonics
7:08
should be taught at all ages and levels, and
7:11
that phonics skills transfer to authentic reading
7:14
situation. And a skills -based program emphasizing
7:20
phonics is more effective than a meaning -based
7:23
program. And it does not mean that all students
7:27
need phonics instruction. and that phonics instruction
7:32
is sufficient. Here's the thing. What works for
7:38
a student in Blackwater, Arizona struggling with
7:42
word recognition doesn't necessarily work for
7:46
a fifth grade student struggling with reading,
7:49
but struggling with comprehension in Edina, Minnesota.
7:54
Just because something works for one population
7:57
for a certain purpose, does not mean that all
8:02
struggling readers need something, and that's
8:05
the mistake of these standardized programs like
8:09
Orton Gillian Ham and Wilson Reading and some
8:11
of these other boondoggles. Now, some claim that
8:17
the National Reading Panel provides irrefutable
8:20
evidence that phonics should be the center of
8:24
all reading instruction. It's irrefutable! Well,
8:28
people that say those things haven't actually
8:30
read the National Reading Panel report. This
8:33
is what it says. Systematic phonics is more effective
8:38
in helping students read single words out of
8:41
context and nonsense words, pseudo words, than
8:46
unsystematic phonics or non -phonics. Something
8:50
is always better than nothing, but this is just
8:53
reading single words and pseudo words. That's
8:56
not reading. We always encounter words in the
9:00
context of a sentence, a sign, or a product.
9:03
But this is what the National Reading Panel Report
9:07
actually said. Wait for it. Wait for it. Boom
9:10
goes the dynamite. Impact on comprehension is
9:14
limited. Contributes only weekly, if at all,
9:19
in helping poor readers. apply these skills to
9:22
read actual texts. And what good is a skill if
9:26
we can't apply it and use it to read? Insufficient
9:31
data to draw any conclusions about the effects
9:35
of phonics instruction with normally developing
9:38
readers above first grade. Sound that out very
9:43
carefully for you phonics fanatics. Normally
9:47
developing and Phonics instruction fails to exert
9:52
a statistically significant impact on poor readers
9:55
in second through sixth grade. This isn't me
9:58
saying it, it's the National Reading Panel. If
10:01
this is to be your holy book, you must read the
10:04
holy book, because that's what it says. And what
10:07
do we do with struggling readers? We give them
10:10
a whole bunch more phonics. And if phonics doesn't
10:13
work, we give them more phonics, so it cannot
10:15
work to an even greater degree. It doesn't make
10:18
sense, does it? Now the National Reading Panel,
10:22
not me, said there are, they identified six ways
10:27
of teaching phonics and they also said each is
10:31
equally effective. Equal means the same. Synthetic
10:36
phonics, that's what we normally think, putting
10:39
letters and sounds together to create words.
10:43
Analytic phonics, analyzing the words children
10:47
already know, they see. Here's the word run.
10:53
What's the last sound in run? Find the word that
10:56
has v in the middle. Analytic phonics. Embedded
11:00
phonics in the structure of what, context of
11:04
what they're reading. If you're doing guided
11:06
reading or shared reading or language experience
11:11
approach. Or if you're using treasure hunts,
11:15
they've read a book and then you create a data
11:17
retrieval chart and you say, find the short a
11:20
words you and a friend. Large unit phonics, teaching
11:24
the most common phonograms or word families or
11:29
prefix, suffix, and roots and using those to
11:33
identify words. Onset rhyme, word building, yes,
11:38
onset beginning sound. Rhyme is the word family.
11:43
Cap is cap, that's onset rhyme. Some teachers
11:47
use Scrabble letters for this so children can
11:51
manipulate in the early grades. Phonics through
11:55
spelling, dictated sentences, and we'll look
11:58
at that later. Spelling practice and. temporary
12:03
spelling, invented spelling. People get worked
12:06
up about the word invented, so temporary spelling.
12:10
Use a couple letters to hold the idea. We'll
12:12
come back and edit later, you say. We teach the
12:18
child, not the program. So we need a little of
12:22
each. Use what works. And here is a good teacher
12:27
being what Yetta Goodman calls a kid watcher.
12:33
At all levels, reading instruction should include
12:37
authentic writing. Authentic is not your cute
12:43
story starter or prompt. It's children describing
12:47
their ideas or their writing about their experiences.
12:51
Writing is multimodal. Get some working. It reinforces
12:57
letter sound patterns, and writing is the best
13:00
way to develop syntactic knowledge. That's grammar
13:03
and word order. How can you develop literacy
13:08
by ignoring half of literacy? And writing is
13:12
an essential part of literacy. And again, daily,
13:18
need not be long, two to five minutes, and then
13:20
share with a friend. Get responses. And again,
13:25
authentic writing. write their ideas and experiences.
13:29
And I love this picture. You see the little guy
13:31
there laughing as he's thinking about what he's
13:33
going to write. Love that picture. All right.
13:37
Here's a strategy. Simple strategy. Dictated
13:40
sentences for spelling and word identification.
13:45
You design one to six short sentences. Use the
13:49
sentences to reinforce a target letter sound
13:53
or a spelling pattern or a sight word and then
13:58
create sentences with meaningful connections.
14:01
I always like to have sentences about students'
14:04
lives or maybe a book that you're reading as
14:06
a class. Instead, you dictate sentences to students
14:11
one at a time. Eventually, you can do this in
14:16
pairs and small groups as well as large group.
14:19
The students write that sentence without worrying
14:23
about spelling. Just say, give it your best shot,
14:26
and you skip a line between sentences because
14:29
after each sentence, you say, all right, look
14:33
for words that don't look right. Are there any
14:35
words that don't look right? And if they're working
14:38
with a partner, they can do this with their partner.
14:42
They identify words that don't look right. Then
14:48
you show the complete sentence on a screen or
14:51
a poster and students don't erase. They simply
14:55
draw a line through the incorrect word and write
14:59
the correct spelling on top. So the students
15:02
see both the incorrect and the correct. And when
15:06
all is finished, they reread the sentences. until
15:11
fluency is achieved. For example, this is one,
15:16
the dog is a stray. I'm reinforcing the ay. Do
15:20
that. See the sentence. Line, right. Second,
15:26
third. And then afterwards, we would reread until
15:29
fluency is achieved. So here I am reinforcing
15:33
grammar and word order. reinforcing the ay phonogram
15:37
and fluency by rereading until fluency is achieved.
15:42
Word sorts, a powerful learning strategy, a form
15:47
of inductive analysis to reinforce letter patterns
15:50
and word parts. and it's part of large unit phonics.
15:58
You give them a series of words with young children.
16:02
I like to have them written on cards so they
16:04
can manipulate. And they look at the group, and
16:10
ideally this is done with two or three students,
16:12
and they organize them in groups related to vowel
16:16
sounds or letters. Sometimes I have the same
16:20
sound with different letter patterns. These are
16:22
all long A spellings. or semantic groups. And
16:26
that's where this strays into vocabulary. This
16:30
is a powerful form of learning, inductive analysis.
16:35
James Bruner described this as part of discovery
16:40
learning. Here it is with older students. Shared
16:46
reading for phonics. You start step one, shared
16:51
reading. You read the book aloud to students.
16:54
or with students. This is for primary age. Students
16:59
then read independently with a buddy, buddy reading
17:01
every other. Then students identify interesting
17:05
or important words that they found. So they're
17:09
choosing words from the context of a book. Teacher
17:13
collects their words, writes on three by five
17:16
cards, and the next day students use these cards
17:19
to create groups. This could be based on letter
17:22
sounds, patterns, or meanings. And it's nice
17:26
to have word walls. If these words are taken
17:30
from a book, the classroom becomes the book with
17:34
these word walls. And you can do writing prompts
17:37
and bingo and scrabble. For older students, We'd
17:42
do it. We'd adopt and adapt. Read a book using
17:46
shared reading or close reading. With a partner,
17:51
they would choose five to eight words, collect
17:54
them all, and then students used to create groups.
17:58
Adopt and adapt. This is powerful. Replay analysis.
18:02
Adopted from Yetta Goodman's retrospective MISCU
18:05
analysis. Students given three to six sentences
18:09
on a sheet of paper, they read the sentences
18:12
into an audio recorder, then they listen. With
18:16
a buddy, the student underlines the trouble words
18:19
or the stumble words, then they go back and they
18:22
reread until fluency is achieved. Usually, two
18:26
no more than three times is taken for this. Here's
18:31
an example, and I'm reinforcing again the AY
18:36
phonogram. Which word looks right? English's
18:42
language is not consistent. Too many aberrations.
18:52
Give them a set of words, letter patterns, and
18:58
One of the words doesn't look right. You know,
19:02
neat, neat, neat, neat, neat. These are all letter
19:05
patterns used to create the long E sound. And
19:09
these are short three to eight minutes a day.
19:13
Three to eight minutes a day. I will ride my
19:15
bike. Which word looks right? It gets them looking
19:19
at and noticing letter patterns. It's all about
19:24
the patterns. It's all about the patterns. No
19:32
single activity, but all of them. Usually when
19:35
I'm tutoring a kid, it's usually 30 minutes,
19:40
four to six minutes an activity, pause and process,
19:43
four to six to the next, four to six to the next,
19:46
a series of short activities. No single strategy
19:51
works best, learning. occurs over time. No single
19:56
strategy should be your only strategy. Here are
20:00
some ideas for semantics. That means using context
20:05
to recognize words, not identify, but recognize.
20:10
Close is a sentence with one word missing. Maze
20:14
is a sentence with either two or three words
20:17
choices. and story close our maze is using close
20:23
our maze to create a story again six to ten minutes
20:27
you can create a pre -reading maze pre -reading
20:31
activities are designed to get students ready
20:35
to read the story and this develops semantic
20:39
queuing this is the first grade book related
20:41
to bees it's called bees to honey bees to honey
20:45
reading level one bees make blank and you help
20:50
them. Sometimes you have to sound out the words
20:53
for the younger readers. Bees make honey help.
20:57
Which one fits? And then they see the correct
21:00
one. Bees live blank a beehive. What word makes
21:05
sense here? Bees blank fly. Then they see the
21:10
complete paragraph or sentences, and they reread
21:15
until fluency is achieved, this then should get
21:18
them ready to read the book independently. That's
21:21
what a pre -reading scaffold does. Analytic phonics.
21:28
Show them the sentences. Teacher might ask, find
21:32
the word with the v sound in the middle. That's
21:36
analytic phonics. Sentence mix -up for comprehension
21:41
and syntax. Cut the sentences into individual
21:46
words. Mix up each sentence and students have
21:50
to put them back in order again. Close. I had
21:58
a b - dream. The answer should be abundantly
22:02
obvious with these. We're not trying to trick
22:05
students, we're trying to develop what their
22:07
brain does naturally. And when we read, our eyes
22:10
don't go like this. Our eyes go like this. So
22:15
I say, I ask them, say blank and finish the sentence.
22:19
I had a blank dream. And see if you can figure
22:23
it out. Sometimes I say, look on both sides for
22:27
clues. I had a blank dream. I had a bad dream.
22:31
Yes. Had a bad dream. What did you say? Yes.
22:36
Now some of you phonics, penguins are freaking
22:40
out here. Here's the thing, I had a student third
22:43
grade struggling reader working with her online
22:46
and she would come to a word she didn't understand
22:50
and she would stop and sound out every single
22:54
letter and it would take her about 10 seconds
22:56
and then she would guess dinosaur and I say yes
23:00
dinosaur and she'd keep going on. So I tried
23:04
a strategy. I said, well, just say blank and
23:07
continue reading on. I said, try that once or
23:10
twice. So she would do that. And in two seconds,
23:15
she'd go back and she knew what the word was.
23:18
Ten seconds versus two seconds. This does not
23:22
mean that I do not teach phonics. I'm simply
23:24
giving another strategy. I'm developing what
23:27
the brain does best. And she said, Dr. A, that's
23:31
what she called me. Your magic, the words just
23:35
pop into my head, she said. May's same thing.
23:40
He had a blank day at school. This invites them
23:43
to look carefully at the letter patterns. It's
23:46
all about the patterns. I liked using May's mini
23:51
stories. This is about a six to eight sentence
23:54
story. The first sentence is complete, followed
23:59
by May's sentences. Come back here, blank yell,
24:03
and you can do this together or in large group.
24:07
This is one short activity. And then at the end,
24:15
you see the complete story, short story, little
24:18
paragraph, and you reread, tell, fluency is achieved.
24:23
And if you want to do, you can use this for analytic
24:26
phonics, analytic phonics. There's a long a word
24:31
in this sentence. See if you can find it. Syntax,
24:36
which has to do with grammar and word order,
24:39
and these all involve writing. These can be used
24:44
as pre or post reading activities used to reinforce
24:47
phonograms, sounds, sight words, done orally
24:51
or in writing. Group edits. You put a sentence
24:54
on the board with edits, with errors, grammar,
24:58
word order, punctuation, and in large groups
25:02
students are asked to come up one at a time and
25:05
make a correction. And here's where you have
25:07
the little mini lesson. And these sentences should
25:11
be about student's lives, what they're experiencing,
25:15
or maybe what they're reading about. You want
25:18
to make reading connections to the greatest extent
25:22
possible. Did you see them big dog outside? You
25:29
get the idea. Sentence combining. This has a
25:33
strong research base for grammar. Jill is strong.
25:37
Jill is a soccer player. Jill is a strong soccer
25:41
player. They must combine the two sentences while
25:44
retaining the initial meaning of both. And here
25:48
I'm reinforcing the short I sound or the I -L
25:53
-L phonogram. Sentence combining, sentence mix
25:58
-up, sometimes called sentence anagrams. And
26:02
this develops an important thing called metacognition.
26:06
Does it make sense? Online, I can't have them
26:12
rearrange letter cards or word cards, so I show
26:16
them a mixed up sentence and say, tell me when
26:19
you think you know what this sentence is. Ran
26:22
away the cat, and it's usually right about here,
26:26
they know. These are short, three to six minutes,
26:30
and I can reinforce a letter sound if I get all
26:33
worked up. I like students doing this in groups.
26:38
You can cut a sentence into three by five words,
26:41
keep them in an envelope for use later on, and
26:45
they rearrange the sentences. If I'm reading
26:47
Winnie the Pooh, I have a whole bunch of Winnie
26:50
the Pooh sentence mix -up things in an envelope,
26:53
and I can get them out and use them from year
26:55
to year. write the sentences in first grade and
27:04
kindergarten in front of students, cut them up,
27:07
and then mix them up and create order. Sentence
27:10
mix -up or sentence anagram. And the level of
27:15
support you give, of course, is related to the
27:17
students. Sometimes with some very low -functioning
27:21
students, I show them the complete sentence.
27:24
Sometimes I keep the complete sentence up there.
27:28
Cookie sentences. Here are three sentences. Only
27:32
one of them makes sense. See if you can find
27:34
the one that makes sense. And again, develops
27:37
metacognition. Does this make sense? That's an
27:41
important cognitive skill to have for beginning
27:46
readers. Does this make sense? Sentence alteration.
27:50
This is for older students. Give them a sentence
27:53
and see if they can say the same thing using
27:56
different words. This is a fun activity. This
28:01
can be used to reinforce vocabulary or letter
28:04
sounds. What you want to do is stop correcting
28:08
oral reading mistakes. I know there's a tendency
28:12
when a kid is reading out loud to jump in there
28:15
or to say, sound it out, and if the kid could
28:19
sound it out he wouldn't have stopped or she
28:21
wouldn't have stopped. So if you jump in there
28:25
the student becomes reliant on you and the student
28:29
doesn't develop the ability to ask what makes
28:34
sense here. So be patient, stop jumping in, stop
28:39
telling them to sound it out. Now here's the
28:42
thing. A buzzword is a word used to elicit an
28:46
emotional response instead of transmitting information.
28:50
And academic buzzwords are buzzwords used in
28:54
education, and they create the illusion of something
28:57
important. But they are buzzwords. And take a
29:02
look at these. These are common academic buzzwords.
29:05
And if you want to have some fun, go to a reading
29:10
league meeting, have this list of words, and
29:14
ask, give, give, put them on a sheet of paper
29:17
and ask every participant to write a definition
29:20
of the words and then see if their definitions
29:24
match. Evidence -based. Well, there's evidence
29:28
and it's based on it. Oftentimes these are buzzwords
29:33
just used to create the illusion of something
29:36
important. Oh, we are evidence -based. We use
29:40
direct and explicit instruction. Okay. Okay.
29:46
Systematic simply means a general plan, not a
29:50
rigid adherence or pre -described order. It is
29:55
not a specific set of skills taught in a predetermined
29:59
order and in a specific way. That would be absolutely
30:04
silly because students are not standardized products.
30:07
Instead, you document when you teach a skill
30:11
and when students have mastered a skill. Something
30:14
simple like this. Document, put the date when
30:17
you teach it, and you could have one of these
30:20
for every student, the date when they mastered
30:23
it. Here are sight words. This would be, again,
30:27
kindergarten, first grade, and phonograms. Keep
30:32
it simple. And I ask unto you, is there research
30:38
evidence to demonstrate that teaching a whole
30:40
bunch of reading subskills in a specific order
30:44
is more effective than teaching some skills in
30:48
a general order? There is not. And the onus is
30:52
not on me to disprove a negative. The onus is
30:56
on those who are making the claim that this is
30:59
research -based to demonstrate some research
31:03
to support that teaching all these subskills
31:07
in this order is more effective than a general
31:12
set of skills as needed. Direct and explicit
31:18
instruction is another one of those buzzwords.
31:20
Everybody believes in direct and explicit instruction.
31:27
Everybody agrees with this. I'm the holiest of
31:31
whole language practitioners. I believe in direct,
31:35
explicit, and systematic instruction. It is a
31:42
strategy, a pedagogical strategy that should
31:45
be in every teacher's toolbox. It's not a method.
31:49
It's not an approach. It simply consists of the
31:55
elements of effective skills instruction. This
31:59
is what direct instruction is. It has a purpose
32:02
to teach a letter and a sound the input. This
32:06
is the letter A. It makes this sound, ah. That's
32:10
the short sound. Here are some examples. C -at
32:13
-a -ple -ant -m -at. Guided practice with scaffolding.
32:20
You do a few together, a few with a partner,
32:23
gradual release of teacher responsibility, and
32:26
then a few by yourself, and I can see who's got
32:28
it. And then independent practice of what has
32:32
just been learned. And you learn nothing with
32:36
a single encounter, so you review and revisit
32:41
several times. Direct instruction is very effective
32:48
in teaching low -level skills. Everyone agrees
32:53
with that. So let's define our terms. Direct
32:57
instruction is a pedagogical strategy that includes
33:01
purpose, input, guided practice, independent
33:03
practice. These are the elements of effective
33:07
skills instruction. Explicit, clearly defining
33:12
what you're teaching and teaching it. Who doesn't
33:15
believe in this? You want implicit instruction,
33:19
implied instruction, vague instruction. Everybody
33:23
agrees that explicit instruction is important.
33:27
And systematic, simply a system in place to document
33:31
what skills are taught, when they're taught,
33:33
and when students have mastered the skill. This
33:37
does not mean you need to use a commercial program.
33:43
This is all related to phonics. A balanced approach
33:46
to literacy includes direct, systematic, and
33:50
explicit phonics instruction. Balanced literacy
33:54
is not an approach. It's not a singular approach.
34:00
It simply says there's a balance between teaching
34:03
skills and practicing them in authentic context.
34:08
And with every class and every student, there's
34:11
a continual. Some need more of this and less
34:15
of that. Some need more of that and less of that.
34:20
It varies on the students. It looks a little
34:22
different in every teacher's classroom. Teachers
34:26
aren't standardized products and neither are
34:28
their students. So what does the National Reading
34:32
Panel say? about direct instruction. Students
34:36
need to apply their skills in daily reading and
34:39
writing activities. If you focus too much on
34:43
phonics, with little time spent practicing, that
34:47
instruction is likely to be ineffective. Ooh,
34:53
they actually use the term balanced reading program.
34:57
Hmm. Systematic phonics integrated with other
35:01
reading. That's on page 2 -97. You can look it
35:05
up. They said balanced. Phonics should not become
35:10
the dominant component in a reading program,
35:13
neither in the amount of time devoted to it nor
35:16
the significance attached. And again, 2 -97.
35:23
Balanced. Balance. And word identification. different
35:28
from recognition. You see the word in print,
35:31
it's in your lexicon, but you don't recognize
35:34
it, so you must consciously apply a strategy.
35:38
Hmm, I don't recognize you. I think I will apply
35:41
this strategy. And there are four of these, and
35:46
we teach the strategies explicitly, directly,
35:50
and systematically. to develop the skill, meaning
35:54
that so we don't think about them as we're doing
35:57
that. We do it automatically. We use direct and
36:02
explicit instruction. Here's how you teach analogy.
36:06
Step one, read the sentence and say blank for
36:09
the target. Look for word parts you recognize.
36:13
Use word parts to experiment, make a guess, reread
36:18
to see if your guess makes sense. One group said,
36:22
you should change the word to experiment instead
36:26
of make a guess, because some science of reading
36:28
people freak out with the term make a guess,
36:33
not realizing that even with explicit phonics,
36:36
students experiment or make a guess. Dinosaur,
36:40
they say. They see if it makes sense. Experiment.
36:46
Morphemic analysis. Here are the steps. Say blank
36:49
for the target. Look for prefixes, suffixes,
36:53
and words you recognize. Use them to experiment.
36:58
Reread to see if your experiment makes sense.
37:05
Context clues, say blank. Look for clues on both
37:09
sides. Experiment. Reread to see if your experiment
37:13
makes sense. And phonics. Oh, look at, I'm experimenting
37:18
again. Say blank for the target. Use letter clues
37:22
to sound it out. Experiment. Reread to see if
37:26
your experiment makes sense. All right, that
37:31
has been phonics and word identification.