Tips for Parents on How to Grow Motivated Lifelong Readers by Dr. Sam Bommarito

TIps for Parent @DoctorSam7 copyright 2017

PARENT TIP SHEET

The following is based on a presentation I’m scheduled to give next week to a group of parent educators in St. Louis.  Here are some of the key ideas from that presentation.

Key Take Aways From My Presentation

  • About those reading wars: The past 50 years has seen a spirited debate on how to best teach beginning readers. This presentation is based on a balanced, middle of the road approach.  For most children phonics needs to be taught. However, there are several ways to teach phonics (see my blog posts under the categories Decoding & Phonics and Ending The Reading Wars). I argue that since research supports the position that no one beginning reading method works with every child, that the key to successful reading instruction in early reading is to match the child up with a method that works for them. Fit the program to the child not the other way round. Starting with the First Grade Studies and through the work of Dick Allington research has consistently demonstrated that teachers make more difference than any one method. This means that in-servicing teachers in a variety of methods is critical to creating successful early reading programs. Participants are cautioned to examine the claims of some successful one size fits all “reading” programs. Too often these programs based their claims on measures of decoding skills only. The proponents seem to argue that reading achievement and comprehension automatically follow once decoding skills are established. Extensive work with comprehension is delayed, often until third grade.  Teachers like myself who have worked with children who are the product of such approaches are skeptical. Too often such an approach produces “word callers”, children who decode well but don’t remember or understand what is read. These children can be mistaken for children who have learning disabilities. This presenter takes issue with any approach that fails to include meaning making as part of the reading process. I recommend an approach that teaches decoding strategies and comprehension strategies concurrently from the very beginning stages of reading instruction.
  • Ages and stages When should formal instruction on letters sounds and letter names begin, how should that be done? We will review research like that presented in http://www.theorganizedmindhq.com/reading-too-soon/?fbclid=IwAR0XtYp8TuvrDHiTclb9_J4nLI0A_-MKBw79WjAV-A6zTkTTirUznYtnrhc The conclusion is that for the early years (birth through three), it is counterproductive to try to directly teacher letter sounds and names. The brain literally isn’t ready for that yet.  The key is to use a discovery approach to learning. Parents need to create a print rich environment in which children learn all the various Concepts About Print (print carries the message, in English writing goes from left to right, et. al). At this stage it is vital that children have things read to them, talk about things that are read, hear the various sounds that make up our English language.  This work in ages birth through three lays the foundation (creates the schema) for the formal instruction about how words work, letter sounds and letter names et. al. That instruction can (and should) begin starting no sooner than age 4.  Many children will leave the early stage (birth through 3) already knowing letter sounds and names. For those who don’t, instruction in those things can be provided using method(s) that best fit each particular child.

 THE NEXT FEW SECTIONS REFERENCE THE PARENT HELPSHEET I WILL DISTRUBUTE TO THE PARTCIPANTS OF THE PRESENTATION

  •  Supporting the emergent reader- Helping them Work for WordsWORK FOR OWN WORDS

While your child is reading to you, if they are stuck on a word don’t just give them the word. Instead try to help them work it out using the tips above. If they still don’t get it, then give it to them. You’ll be pleasantly surprised at how many words they’ll get on their own if you just give them that first sound to start with.

Also, everyone can make mistakes on their first cold read of a passage. If the child is in the habit of noticing their mistakes and correcting them THAT IS HUGE. Encourage it whenever it happens.

  •  Supporting the emergent reader- Reading to Remember/Talking About Books

Talk to them about books

You can ask about any one of these three things (not all three at once!). Use any of these three as a starting point to talk about the book. You can also ask them about favorite characters or favorite parts or new things they learned. THIS IS NOT AN EXAM. The idea is to get them to talk about their story. Knowing that you want to talk about their book encourages them to READ TO REMEMBER!

  • Supporting the emergent reader- Learning to Book Shop/Visiting the LibraryShop for books

Shop for books by interests not by level. Help them find that series or author that they want and they may “binge read”. Binge reading beats binge watching Netflix all to pieces! If the book they want is to hard for them to decode, still check it out and read it to them. Read it more than once. Share the reading with them. Make it a goal to visit the library periodically and check out books for them, books about things they are interested in!!!

OTHER IMPORTANT THINGS

The MegaBook of Fluency

  • Reading Like a Story Teller

 Rasinski & Smith Have a wonderful book called The Megabook of Fluency. Use the EARS rubric from that book to guide you into better fluency.  Read with Expression, Automatic Word Recognition, Rhythm and Phrasing, Smoothness.  The rubric is on page 316 of the book. Also check out their help sheet about reading with expression found on page 309.  In addition to these two resources, the book has tons of other activities parents can do to help their child read with fluency (PROSODY!).

  •  Supporting the emergent reader- Parents Should Act Like Books are Important & Wonderful (Because they are!)

xmas-presents creative commons

 Books can be (and should be) presents. With Christmas coming up look over some of these suggestions for books for preschoolers and emergent readers.

https://www.whatdowedoallday.com/50-chapter-books-for-preschoolers-and-3-year-olds

https://www.whatdowedoallday.com/read-aloud-chapter-books-for-4-and-5-year-olds/

https://www.whatdowedoallday.com/funny-books-for-kids/?fbclid=IwAR3iP-h7Wbkn8vJmp2DDrIZ9bjfS9rEeNKfF8Xso3EOSAQ6RrdAt2-SYK_s

https://padlet.com/sally_donnelly/BookRecommendations?fbclid=IwAR3t_xC8n5wFt-3ARWaEAG6J9sHMHKfz3vJ5g7HmOFYJ7RlXI5DcNOi6v44

Most of these suggestions come from the website https://www.whatdowedoallday.com/aboutcontact/

I’ve found it to be an excellent site for getting literacy ideas to use with younger children.

Parents should think hard about making a book one of this year’s Christmas presents. It can be the start of a great family tradition.

MEM FOX

So…, that’s the advice I’ll be giving to parent educators about what to say to parents.  It’s advice that can set the child down the path of becoming a lifelong reader. It’s advice that’s grounded in a solid research base.  It’s advice that can give their child a world of wonderful new experiences.

Happy Holidays- and KEEP READING READING READING!

Dr. Sam Bommarito (aka, book shopper, advice giver, lifelong learner)

P.S. If you are a visitor from the internet and liked this blog please consider following it.  Just type in your e-mail address on the sidebar of this blog post. THANKS

Copyright 2018 by Dr. Sam Bommarito. Views/interpretations expressed here are solely the view of this author and do not necessarily reflect the views of any other person or organization.

whatdowedoallday.com/aboutcontact

Developing the Concepts About Print Provides the Solid Foundation Early Readers Need to Become Successful Readers.  By Dr. Sam Bommarito

READ ALOUD neural networks from the Read Aloud 15 minutes website

Developing the Concepts About Print Provides the Solid Foundation Early Readers Need to Become Successful Readers.  By Dr. Sam Bommarito

In a little more than two weeks, I’ll be doing an hour long in-service for a group of parent educators from a local school district. In the way of full disclosure, my wife is among those parent educators. That fact makes me want to do an extra good job.  Thinking of what I should say to them has caused me to synthesize some views I’ve been expressing over the past few months. The core of those things is that one should fit the literacy program to the child, not the other way round. What does literacy for our very youngest children look like? What should it look like?

The topics of phonics and phonemic awareness will come up. My audience is going to want to know what to say to the parents of children ages Birth through 3 (the core group served by the Parents as Teachers program) and children 4-5, the children in preschool (some children from this group are also served, though they are not the predominant age group served).

The first thing I will tell the parent educators is that it is likely they wouldn’t be gathering for an in-service at all if it weren’t for the influence of the First Grade Studies. It’s been over 5 decades since the First Grade Studies were completed. For readers not familiar with this landmark study, the First Grade Studies compared the efficacy of the major approaches to reading of that era. Overall, they found no one approach worked best, every approach worked better when used with a phonics supplement and that teachers made more difference than methods of teaching in predicting the variance of reading achievement tests. The methods of analysis were not as sophisticated as those employed in today’s metanalysis, but these pioneering studies did have a major impact on our thinking about how to teach reading. Among the things that resulted from these studies was the conclusion that if we want to improve reading instruction for all children, we should invest in in-servicing our teachers. This makes sense. If one approach doesn’t work for a particular child, teachers would become knowledgeable in other approaches that might work for that child. The whole business of providing in depth in-service for teachers in a variety of literacy practices began with the First Grade Studies.  My own take about this point is that the education world recognized there would likely never be a one size fits all solution to the task of teaching literacy skills and strategies. So rather than promote a single method, our resources would be best used to train teachers in a variety of methods. This was based on the finding that good teachers seemed to make more difference in reading achievement than using any one particular approach or method. The First-Grade Studies are also credited with a shift from the Reading Readiness model of early reading, to today’s current model of Concepts About Print as the core of an early reading program. So what advice will I recommend these parent educators give to the parents of very young children?

First and foremost- encourage parents to create and foster a print rich environment for their children.  That means parents should be reading aloud to their children. It also means the parents should be providing that rich constellation of experiences that foster the development of the Concepts of Print. Children also need to see their parents reading and know that their parents consider reading an important life skill.  Parents need to talk about what they are reading to their children, so their children can learn how stories work. That includes talk around non-fiction and fiction (expository and narrative) works.

Currently, there are actually folks telling us to abandon the constructivist approaches often used with these youngest children and to revert back to directly teaching letter sounds and names from the very earliest of ages.  Put all the meaning making on the back burner and get the decoding skills done first. The problem is that the research seems to favor folks using approaches like Reading Recovery. Those approaches combine meaning making and decoding.  It is no accident that Marie Clay, creator of Reading Recovery is also the creator of the CAPs test. That is because CAPs form the core of her highly successful program in beginning reading.  Reading Recovery remains the most successful approach in improving reading achievement in early readers.  Readers are welcome to review the evidence I’ve compiled to demonstrate that the aforementioned conclusion is a research-based statement. The entries can be found under the Reading Recovery category on the side column of this blog.

Turning to things on the CAPS list, as children are read to, they learn important things about how print works. It is print that carries the message. In our system of reading, print moves from left to right. They learn to hear the sounds of various letters, the phonemes that are the building blocks of the written word. At this earliest stage it is not important that they be able to name particular letters and sounds (though they certainly can if they want to). Rather through listening, through talk, the child builds a background knowledge of the various sounds that are used to construct the written word. In addition to learning how words work, they also learn how stories go. They learn about beginning, middle and ends of story. They learn how some stories simply give information. They learn about the meaning carried by the print.

As children reach the age of 4 of 5 they are ready for more direct instruction in how words work. This does include phonics instruction.  But as readers can tell by reviewing my entries about phonics, there is more than one way to teach phonics.  Chief among them are analytic and synthetic phonics.  Again today there are folks who would like to ban the use of anything except synthetic phonics. That position flies in the face of decades of research demonstrating that different children learn by different methods.

I expect that most of the parent educators I will be talking to are already more than familiar with the idea of developing the Concepts About Print. In that sense I will be preaching to the choir.  But I will be making them aware that there is a large body of research supporting the kind of things the choir is doing. I also will make them aware of Rasinki’s work around fluency.  In my opinion (and the opinion of many other folks in the reading world) Rasinski is today’s foremost authority on the topic of fluency. He views prosody as much more than improving reading rate.  He wants readers to learn to read with expression. His newest book, The Megabook of Fluency contains a large number of resources to help teachers help students to obtain that end. He provides a rubric based on EARS, Expression, Automatic Word Recognition, Rhythm and Phrasing, Smoothness. The final page of his book lists 20 different strategies readers can employ to develop prosody and gives connections to pages in the book where teachers can find specific activities and resources. Rasinski views comprehension as an integral part of the reading process. For him, prosody is the gateway to comprehension. You see, for a reader to understand what voice a character might use, what the characters might sound like, the reader must first develop a basic understanding of the story as it develops. Readers who understand the story also understand when the story calls for an excited voice, a worried voice a happy voice et. al. This is another approach to teaching beginning reading that embraces the idea the meaning making and encoding are entwined (and should be entwined) from the very earliest states of learning to read.

So, that is the foundational work I’ll be calling to the Parent Educator’s attention. Job one for kids birth through three is to promote a set of experiences that promote all the Concepts About Print.  Readers are invited to notice the impact that reading the right kind of books at this early age can have.  My friend Eric Litwin talks about how his books do exactly that in a comment you can now find at the end of this post. I have to say that I agree that his books are among those I would use as read alouds for children birth to three in order to provide them with the rhythm,  repetition and rhyme they need to hear in order to lay down the neural networks they will need.  His books are also easy to talk about (and worth talking about). Talking about books after reading to children is a habit every parent of the youngest children should get into. Next week I will turn to some of the specific parent help sheets and ideas I’ve found on how parents can grow lifelong readers. These are readers that want to read. These are readers who understand from the outset, that reading is all about meaning making. More about that next week.

So until next week, this is Dr. Sam signing off.

Dr Sam Bommarito (aka, the CAPS guy, aka the reading is meaning making guy)

P.S. The study that came to be known as “The First Grade Studies” was done by Bond and Dykstra in 1967.  It appeared in RRQ (see screen capture below).  It has been the subject of a great deal of analysis and commentary including a special edition of RRQ in 1997 that marked the  30 year anniversary of the publication of the study.

Screen Capture 1st grade studies

Copyright 2018 by Dr. Sam Bommarito. Views expressed are solely those of the author and do not necessarily represent the views of any particular group or organization. 

 

A Happy Thanksgiving to All My Readers by Dr. Sam Bommarito

 

thanksgiving-1 Public Domain

HAPPY THANKSGIVING!!!!

It’s been a wonderful year and I have many things to be thankful for. From a personal standpoint I have my friends and family and share many wonderful things with them. Most recently was the annual Bommarito “Pie Day”. This year we made 10 pies. The grand kids helped. The pies will be used today  at the various Thanksgiving feasts attended by my grown children- including one being held at my house later today. See my Facebook page for pics.

From a professional standpoint things are going well. I’m happily flunking retirement (what did he just say?). I officially retired from full time teaching 3 years ago after a teaching career that began in 1970.  It’s still not over. I do volunteer work in an after-school program, help with the book giveaway programs, (one of them reaches ¼ million books to Title one children this year), make presentations at conferences and I belong to both NCTE and ILA.  I’m president of my local ILA group and will become Chairman of the State ILA group next year (darn they changed the title from President to Chairman). Our local ILA group is quite active and has 4 speakers a year. I started this blog 10 months ago and made MANY new friends. Thanks to all of them for their ongoing support and encouragement.  I’ve had nearly 10,000 views since starting and now have almost 1,200 subscribers (includes Word Press and Twitter). In the next few months my readers should expect blog entries and tweets around topics I’ve been presenting on at conferences. Also expect a series of blogs over the whole issue of bringing JOY and MEANING back into the teaching of reading, especially in the earliest grade.

I’m a newbie when it comes to WordPress. Readers please be patient.  Recently I learned how to add a spot for comments (PLEASE DO COMMENT, IT KEEPS THINGS INTERESTING AND INFORMATIVE).  On the sidebar there is now a place to subscribe (PLEASE DO IF YOU ARE “JUST VISITING”), and I’ve developed a place for categories (especially look at the entries around Reading Recovery- those have gotten the most reads so far).  For anyone new to the blog I join other friends who strongly support that wonderful program, and who have learned much from it over the years. More about that in future blogs.

So…., hope this Thanksgiving finds you well and enjoying things with friends and family. Remember to give thanks for all the wonderful things in your life.  I’ll be resuming the regular blog entries next week. In the meantime, eat Turkey have some pie and cherish the amazing moments I know you all are sharing today.

 

Happy Reading and Writing

Dr. Sam Bommarito (aka a very lucky and very thankful person!)

GOBBLE GOBBLE

Copyright 2018 by Dr. Sam Bommarito. Views/interpretations expressed here are solely the view of this author and do not necessarily reflect the views of any other person or organization.

 

Teaching an Old Dog New Tricks- My Take on What Brain Research Says About Reading as a Meaning Making Process by Dr. Sam Bommarito

 

Teaching an Old Dog New Tricks- My Take on What Brain Research Says About Reading as a Meaning Making Process

by

Dr. Sam Bommarito

1280px-Brain_diagram_fr Creative Common

 

I started teaching in 1970. Even though I’m “retired” I often joke that I am flunking retirement because I still do a such a wide variety of literacy activities. For instance, I write this weekly blog.  I work in an after-school program. I speak at various conferences. For the past several years I have taken part in BTAP, a program carried out by Harris Stowe University which is designed to train beginning teachers in the St. Louis public schools. I’ve written in this blog about my participation in various book give away programs. In addition, for the past three years I have been Co-Editor of the state’s professional reading journal. Throughout all this I try to keep current on what’s going on the world of literacy and education. Toward that end I am taking a three-part seminar that explores the implications of brain research for informing us about how children learn.  The course is called Teaching That Sticks: How to Teach so Students Actually Learn. It is being conducted by Willy Wood.

Willy Wood has long been an important fixture on our state’s literacy scene. He is the President of Open Mind Technologies and Educational Solutions International (https://www.willywoodteaching.comhttps://www.linkedin.com/in/willy-wood-81523620/)For a long time, his organization has implemented two annual conferences. One is the Missouri Early Learning Conference. That is the very same conference where Bill and I finally met Mary Howard face to face just last week. Mary did an extraordinary job of talking about RTI and guided reading.  The other is the annual Write to Learn conference. This is the very same conference where I first met Eric Litwin as he conducted a full day preconference session on using music in teaching literacy. In the way of full disclosure, the Missouri Literacy Association (an ILA affiliate) is one of the sponsors of each of these events. I am the president elect of that organization. In addition to organizing these conferences Willy also does presentations/keynotes all around the country on the topic of brain research.  From time to time he also does seminars like the one I am attending.  Participants in my session include a University Professor who teaches reading to pre-service teachers, classroom teachers, reading specialists, reading coaches and even a couple of math teachers.   The seminar is proving to be a worthwhile experience.

I’m learning a lot during his sessions.  Willy is going over the basic nuts and bolts of what brain research can teach us about how students learn and how we can use that knowledge to improve our own instruction. I’m learning about how short-term and long-term memory works. This is crucial, since the brain seems to be designed to forget much of what we take in, often within 24 hours of our first encountering it.  The trick for long-term learning is to get things we want students to retain to move from their short-term memory into their long-term memory. Willy was quite adept at doing this. For instance, he showed us a method for remembering a random list of 20 facts. He used a technique called pegboard. It really worked. By the end of the second class I was able to easily remember 10 facts. Please keep in mind I have long had the reputation of being the quintessential absent-minded professor, so for that method to work that quickly on me was truly amazing.  Some of my classmates were able to consistently remember all 20 facts. This was at the end of a single session. Impressive. However, there is much more to this seminar than simple memory tricks.  I relay this example to you simply to show the power of applying the principles of what he is teaching.

The aha moment for me as a reading teacher came when he started talking about what brain research shows about how we learn. We learn by tying the new to the old. This was the very same conclusion reached by advocates of the meta-cognitive theory.  What is different about this iteration is that brain researchers have actually started learning about where things are stored in the brain by directly observing brain activity.  This was the stuff of science fiction when I was growing up. Now it is a routine part of scientific research.  I believe that brain research clearly demonstrates that those of us who have been saying that building background knowledge and experience (please think- the Concepts About Print), were very much on the right track. My conclusion is that the sound symbol knowledge that some of my colleagues are so concerned about lately can’t happen until and unless the early learner first has a solid background in hearing the sounds, print experience and how print work.  Marie Clay was right about what she did in Reading Recovery. Perhaps that is why Reading Recovery remains the most effective early reading intervention currently available. I think of it as the bumble bee of the literary world. According to some theories the bumble bee shouldn’t be able to fly.  But they do. As a matter of fact, this bumble bee of the literary world flies better than any of the programs its critics recommend.  See my blog post https://doctorsam7.blog/2018/08/10/why-i-like-reading-recovery-and-what-we-can-learn-from-it-by-dr-sam-bommarito/ for the data that demonstrates that this is a research-based statement.

Another thing Willy demonstrated that has important implications for reading and reading instruction is the fact that we remember things best when they are learned in a meaning-based context. He divided our class into two groups. Both were given a memory task.  One was structured so the group was given the information in a meaningful context. The other was structured so that the very same information was given but given as isolated fact. The meaning-based group outperformed the isolated fact group by a factor of more than two to one. Willy then explained that there is a large body of research indicating that things learned in a meaningful context are much more likely to be remembered (Teaching That Sticks). That research-based fact makes me think that those of us that maintain that reading first and foremost is a meaning making process are on the right track.  It helps to explain why in my own experience, children who learn sight words via wide reading, or using things like Rasinski’s Fry Phrases (high frequency word presented in a phrase rather than a single word) learn their sight words much better/faster than students using the flash card method.

By now the reader is aware of where I am going with this.  Over-emphasizing breaking the code may produce good word callers. Check the “tests” advocates of such approaches use and you’ll find they are primarily tests of decoding, not of meaning making or reading achievement.  Add the element of meaning making, as Reading Recovery does, and suddenly you have an approach that measures well on both decoding and meaning making. It raises reading achievement. For my money raising reading achievement (INCLUDING COMPREHENSION!!!!) is the gold standard for judging the effectiveness of reading programs. What I’m learning from the brain research folks seems to support what the advocates of the position that reading is fundamentally about meaning making have been saying for several decades now.  In my opinion, there really is a very strong research base for the notion that reading is fundamentally a meaning making process,  In short, that position is very much a research-based position.

So, those are some of the aha moments I had during this seminar on brain research. Until next week, this is Dr. B. signing off

 

Dr. Sam Bommarito (aka firm believer in the position that reading is fundamentally a meaning making process)

P.S. If you are a visitor from the internet and liked this blog please consider following it.  Just type in your e-mail address on the sidebar on the blog post. THANKS

Dr. B.

 

Copyright 2018 by Dr. Sam Bommarito. Views/interpretations expressed here are solely the view of this author and do not necessarily reflect the views of any other person or organization.

What I Learned from Reading Recovery and How It Helped to Inform my Classroom Practices (a repost of an important blog) by Dr. Sam Bommarito

 

by Dr. Sam Bommarito

This week I’ll be presenting at the Missouri Early Learning Conference. I’ll also be attending a keynote by Mary Howard who will also be at that conference. Really looking forward to both things. So, for this week I’m reposting a blog entry that set a personal record for me, over 1000 views. It’s about reading recovery. Hope you enjoy it (again!).

I’ll begin by saying what this blog entry is not about.  It’s not about trying to move Reading Recovery practices directly into the classroom or to create some pseudo Reading Recovery program. As I said in an earlier blog if you want Reading Recovery like results, then get your teachers trained by certified RR trainers and implement RR with fidelity. This blog entry is about following the advice I received at my very first RR conference. Before trying to move any Reading Recovery practice into the classroom, first visit the theory behind the practice and then adapt the practice classroom setting.

Like Dr. Mary Howard and many others, I mark my career in two parts, how I taught before my recovery training and how I teach now. What now follows are reflections on some of the most important takeaways I have from RR. They are things have helped me become a better teacher and a better teacher of teachers.

Takeaway one- I learned to be a kid watcher and to make effective use of my knowledge of the three cuing systems. Fit the program to the child, not the other way round.

Yetta Goodman coined the term kid watcher and laid the foundations for the science of miscue analysis. Her initial observation was simple but profound.  You can’t read a child’s mind. So, you can’t directly see how a child is thinking and problem solving as they read. You can however observe the child’s actions as they read.  By seeing what the child is trying (or not trying) as they problem solve their words you can get a sense of what strategies the child is (or is not) using as they read.  Quite a number of years ago at a Mid Missouri TAWL conference, Yetta reported that Marie Clay and her husband Ken Goodman concurrently came up with the idea of using the three cueing systems. Ken used the names given to the three cueing systems by his chosen field of linguistics. They were Semantic, Syntactic and Grapho-phonemic. Concurrently Marie Clay began looking at what I think are the very same three cueing systems naming them Meaning, Structural, and Visual. Both Clay and Goodman used the notion of miscue analysis.  By looking at what cueing system the child was using when making an “error”, one can tell which (if any) of the three cueing systems the child was using. So, for Clay and Goodman, errors were not really errors at all. They were attempts to use the cueing systems that misfired. Hence the name miscue.

By systematically recording which cueing system (if any) the child was using when their attempt misfired (miscue), teachers can glean a lot of information on what the child is attempting to do as they problem solve their words. Teachers can also tell whether the child is crosschecking, i.e. using more than one of the cueing systems at the same time.  Suddenly teachers could know what the child was thinking as they problem solved their words. By careful observation and record keeping (especially the use of running records) teachers can get ideas on what the child needs to learn to make a balanced use of all three cueing systems. Our field abounds with excellent sources on how to make use of this incredibly valuable information.  It seems to me that by using this information teachers can become mind readers after all!!

Takeaway two- I learned how to prompt and most importantly learn how to prompt near point of error.

F & P and Calkins have written extensively about prompting. F & P even have charts and apps to help the teacher to know what to say.  Key prompts for problem solving words would include- Does that look right? (does it look like the word you just said), Does it sound right? (is that syntactically correct, is that the way we usually talk), Does it make sense? (does what you just said make sense, fit how the story is going?). Prompting to crosscheck includes calling attention to the cues not used. For instance, if a child says a word that fit the picture but did not fit the letters in the word you might say “What you said makes sense, but does it start with the right letter? What word would also make sense but start with this letter <point to the letter, maybe even say the letter sound>.  There are a host of other ways to prompt, including prompts to help comprehension, but right now I’m focusing on prompts for problem solving words.

It is crucial that prompts be done NEAR point of error, not AT point of error. That means waiting. Wait to see if the child self corrects on their own.  That means, when possible, you must allow the child to read past the error. Praise the child if they spontaneously correct the error (I like the way you fixed that!!!) Early in my training I learned that encouraging self-correction is GOLD.  For many children, when they start self-correcting, that is the turning point in their ability to read and to learn new words from when the read.  That is why determining self-correction rate is one of the things we include on the running record form.

There is a major problem in using prompting routinely in the classroom.  It is best used one on one. It is best used in that teachable moment when a child makes a miscue. How can one have a significant number of such moments in a regular classroom setting?  One answer I learned that increases the number of those teachable moments is to use staggered starts when doing small group reading. Here is how that works. Do your usual introduction/teaching point in your small group. Then announce that today we are using staggered starts in this group. The first time you use staggered starts you will have to take extra time to explain it. After using it a couple of time, most groups learn what is involved. DON’T OVER USE IT. Use it when you need more teachable moments in selected small groups. These are the groups whose members included children that need more work on problem solving their words. Here are the steps:

  1. Each child learns they are not to start reading until you say. When they read, they are to read aloud in a whisper voice. I have them use whisper readers (see picture). I sometimes face them in different directions. Both these teaching moves are designed to lessen the effect of having everyone read at once.
  2. Let the children know that once everyone is reading you will come around to work with some students individually. Let them know that EVENTUALLY everyone will get a turn, but it might take more than one session to do that. Also let them know that if the finish the story they are to IMMEDIATELY start from the start and read it again (and again, and again). They don’t stop reading until you say.
  3. Once all the children in the group are reading (I recommend using a group of 3-5), you are then free to circulate and sit in with selected children. I usually don’t do every child every time. BTY, besides getting in my chance to prompt with selected student, I sometimes use this same technique to get in a teaching conference with selected students. DON’T OVERUSE THIS, but it can be handy in a pinch!
  4. BOOK SELECTION IS CRITICAL FOR THIS TO WORK. Pick an instructional level text where the students are likely to make several miscues.  If there is a sound you are especially concerned with, pick a text that uses that sound a lot.  I use both predictable and decodable books during such lessons.
  5. You can stop circulating any time after you are sure that every student has been through the story at least once.
  6. Once you say stop, continue with the lesson as usual.Whisper Read Phones Free to Use Image

I’ll say this one more time. DON’T OVERUSE THIS. Use it when you genuinely need to do some one-on- one-word work with selected students who are having exceptional difficulty with problem solving their words.

Take away three- I learned to help kids write their way into reading. Doing the Elkonin boxes and writing short phrases was a powerful part of my recovery lessons. The general principal here is to sometimes let the kids write using the high frequency words they need to know. I currently use Rasinski’s Fry List phrases http://www.timrasinski.com/presentations/fry_600_instant_phrases.pdf. I ask them to copy a phrase and then write more about it.  I also do whole group story writing where I have selected Fry list words (or Dolch list words) posted on a chart and then and ask them to join me writing something using as many of those words as possible. This can be followed by them writing stories on their own, again trying to use some of the high frequency words in the story. This is not the only writing the kids do, but it is writing that helps build their sight word knowledge.

Takeaway four– I learned the value of observation as a part of ongoing assessment.  I think that today we over test and underteach. Constant summative assessments take away from teaching time. They can become counterproductive. Think about it. If you spend most of your time doing summative assessments eventually what you will find is that since you have not taken the time to teach something new, your students are not growing as readers (or writers). Now that I’ve had my chance to vent a little, lets be clear that assessment is necessary.  As a recovery teacher I learned that authentic ongoing assessment can be a very powerful tool. There are “assessments” that are not paper and pencil tests. They are instead rooted in careful and systematic observations.

I was brought into the world of workshop teaching, kicking and screaming. At first, I thought it would turn out to be a waste of time. Found out instead it was a way to become the ultimate kid watcher. It led to my learning to do systematic observations that became defacto ongoing assessments. It has become second nature to my teaching. F & P, Calkins, and Serravallo all have written extensively about how to systematically gather information about your students and to use that information to inform your teaching in a workshop setting. RR was my first experience in doing this. It made me more open and understanding about doing this when I did my workshop training.

There are many other takeaways from RR, takeaways I had as a teacher that I adapted into classroom use. I just gave my top four. I would love to hear from other RR teachers about their takeaways from RR, and how what they learned help to improve their classroom teaching. Please do chime in and make some comments!

So, until next week this is Dr. B. signing off,

 

Happy Reading and Writing

 

 

Dr. Sam Bommarito, (a.k.a., the Kidwatcher)

Copyright 2018 by Dr. Sam Bommarito who is solely responsible for it’s content

Please also visit my post about what my readers had to say about the profound impact reading recovery has had on their teaching:

https://doctorsam7.blog/2018/08/16/a-message-to-reading-recovery-teachers-everywhere-well-done-by-dr-sam-bommarito/

Newest Edition of Missouri Reader includes interviews with Eric Litwin and Jennifer Serravallo: IT’S FREE

Link to this issue: https://joom.ag/7fWY

zMO READER

 

The Missouri Reader is a peer reviewed journal. It has been in existence for 42 years. Glenda Nugent and I are the current co-editors.  The journal is published twice a year. Each publication is timed to come out just before the state-wide conferences the Missouri Literacy Association cosponsors. The Missouri Early Learning conference starts a week from today, Friday Nov. 9th. Accordingly, our newest journal is being published today.

Some highlights from this issue include:

  • An interview with Eric Litwin, author of Pete the Cat- I Love My White Shoes, The Nut Family series and the Groovey Joe books
  • An Interview with Jennifer Serravallo about her new book
  • An article entitled Thinking Aloud to Build Students’ Comprehension by Dr. Molly Ness
  • An article entitled A Picture REALLY IS Worth a Thousand Words by Julie Bryant and Tamara Samek;
  • The 2018 MO-STAR List reported by Jennifer Fox- includes multiple links to the best new trade books in science
  • We also provide Information on Early Learning Conference in Mo
  • There are also many other articles, including ones written by teachers from our state (and beyond!)

We are grateful to all the contributors for the efforts and also for the diligent work of our editorial board. Our reviewers are well credentialed. Our journal allows beginning writers, often practicing teachers who are also university students in teaching programs, to publish right along side well known experts in literacy. We especially encourage action research articles published by teachers working with a university professor.  Our readers benefit from this eclectic group of authors. Our new authors get their first experience in publishing in a peer reviewed journal. All and all it is a win-win situation.  Readers of this blog interested in writing for the journal can find information on submissions on the last page of the current journal.

Let me invite you to go to the journal using the following link: https://joom.ag/7fWY.  I think you will find valuable ideas and information. I thank you in advance for having a look.

Missouri Reader is a publication of the Missouri Literacy Association (an ILA affiliate).  We certainly would like any of you living in the Midwest region to come to the Mo Early Learning Conference. As I said it is next Frida/Saturday and is held in St. Louis Mo.  Mary Howard will be one of the keynotes. So, we hope you will meet us in St. Louis!

Dr. Sam Bommarito (aka, the co-editor)

CONFERENCE LINK:  http://www.missouriearlylearning.com

THE ADD FROM JOMAG FOR WILLY

Blast from the Past: Dr. B’s Cat on the Mat Song By Dr. Sam Bommarito

Blast from the Past: Dr. B’s Cat on the Mat Song

By Dr. Sam Bommarito

 

As my regular readers know I’ve been looking for things to help my after-school reading club. The club consists of a total of twenty 1st and 2nd graders. It meets once a week. It serves as a supplement to the regular reading program.  We always work on both comprehension and fluency/decoding.  I’m trying to include both analytic and synthetic phonics in what we do along with a strong message of “lets read (and sing) like a story teller”. While looking for materials to use with them,  I ran across a fluency song I wrote way back in 1999. It has a foundation in analytic phonics and it is a takeoff on Brian Wildsmith’s the famous Cat on the Mat book. Let’s first talk about that book and why I like it so much.

The Cat On The Mat By Brian Wildsmith

In my first year of teaching reading recovery this was one of the books I learned about when I visited another recovery teacher to observe a lesson behind the glass.  The book came up again while I was at a summer institute at Teacher’s College.  The staff was at Teacher’s College was abuzz about the fact that the previous summer Fountas (of F&P fame) had come to visit. She did some model lessons for the staff. It seems that she would go to the classroom library to pick out a book around to build a lesson. The staff quickly noticed that this particular book was one she picked multiple times. The story line of the book goes like this. At first the cat is very happy (see that smile on the front cover?). Then various animals come to sit on the mat. This sets up predictable sentences like “The cow sat on the mat.”; “The horse sat on the mat”.  As the mat gets crowded the cats face changes from happy, to upset and finally an “enough is enough” stage.  The cat says “Spsssst”.  All the animals leave.   The final page shows the cat, smiling once more, with the closing sentence “The cat aat on the mat”.  This book became my “touchstone/anchor text/exemplar for what a good predictable book should include.  It used repeated phrases with the new word at the end of each phrase supported by a strong meaning clue ( e.g. the picture of the cow or horse or … ).  The book had a genuine story to it. By the way that is  sets apart a poorly written predictable stories like “Tan Dan ran to the van to get the fan. He ran and ran and ran”. Tan Dan & company cannot begin to compete with well-crafted books like this one. In sum, an important part of a well written predictable book is that  has more than predictable language supported by meaning clues. A good predictable book also has a story line and/or teaches a lesson.  Very often predictable book have a surprise at the end. That is why I like this particular book and why I like the predicable books of authors like Eric Litwin or Joy Cowley (BTW she is the master of the surprise endings).  THEIR BOOKS (AND SONGS) HAVE A STRONG STORYLINE AND OFTENTIMES THEY HAVE A LESSON TO BE LEARNED. Teachers looking for predictable books to use in their lessons for beginning readers should know that these are crucial things to look for in the books they choose.

Below is my attempt to do that with a song of mine own.  I used this with my first graders for a quite a number of years. Here it is:

The Cat the Mat the Rat GOOD JPG

The song contains predictable language.  The pictures at the bottom support the words cat, rat and mat.  There is definitely a lesson to be learned “caring and sharing that’s where it’s at”.  Back in the day my students were more than happy to sing this song multiple times. BTW I monitored to make sure they “matched” as they read. That way practicing the song also practiced the sight words in the song. Beats flash cards all to pieces. My current after school children also seem to enjoy this song. There’s more to come.  I promised the Reading Club we would write some of our own books as a class. We’ll project my template of publisher story book using a smart board. The kids will “share the pen” and help me fill in the pictures and text for the book. We’ll do new endings and new twists on some Joy and Eric’s books.  We might even add to the saga of the cat on the mat. In this way the book club members will be gaining the background of experience needed to eventually write some books of their own.  By Christmas we’ll pick the best of the stories we’ve written to run off and share with their respective classroom libraries. To do that, It comes in handy to have a printer that does two sided printing. Here is a link to a blank book template for publisher and to a pdf with the song. Permission to use the song in classroom settings is given. Use in commercial programs et. al. requires my prior written permission.  https://drive.google.com/drive/folders/1PM16aIVAVLV-BPvgE1qmZG3hyUxisBB_?usp=sharing

To hear the song, click on the link below.

 

https://doctorsam7.blog/wp-content/uploads/2018/10/the-cat-the-mat-and-the-rat-by-dr-b.mp3

Notice that we clap on the line “What do you think about that?” So just like my kids from a long time ago, my kids today will be writing, and singing their way into fluency. That’s how I’m building some analytic phonics into my after-school work. That’s how I teach sight words. Repeated readings of books containing sight words does the trick every time.  Next week I’ll talk about the synthetic phonics component and my use of think alouds as I carry out the various phonics components. We’ll also review the importance of viewing  prosody as more than simple reading rate.  Until then:

 

Happy Reading and Writing.

 

Dr. Sam Bommarito (aka, I write the songs and so do my kids)

BTW- Bill Kerns and I will be leading a panel discussion at the Write to Learn Conference in St Louis. It is being held on Bill’s campus, Harris Stowe State University.  Mary Howard will be a keynote speaker on Saturday.  Please consider coming. Here is a link to information about the conference:  http://www.missouriearlylearning.com/

Early Learning

HELD AT THE WILLIAM CLAY CENTER ON THE HARRIS STOWE STATE UNIVERSITY CAMPUS

 

Copyright 2018 by Dr. Sam Bommarito. Views/interpretations expressed here are solely the view of this author and do not necessarily reflect the views of any other person or organization.

 

 

Making use of the Resources in the Megabook of Fluency and the books and songs of Eric Litwin (Part three) By Doctor Sam Bommarito

 

MY COMPUTER &amp; PETE THE CATMaking use of the Resources in the Megabook of Fluency and the books and songs of Eric Litwin (Part three)

By

Doctor Sam Bommarito

For the past two weeks I’ve been talking about the work I’m doing with an after-school group. The group meets for an hour each Tuesday. It is voluntary.   We call it the Reading Club.  My partner in the endeavor is the building learning specialist.  In addition to the 20 club members, who are 1st and 2nd grade students, there are also 6-7 upper grade students who come in to help with centers, paired reading et. al. For my part of the program I am using ideas drawn from the Megabook of Fluency and selected materials for Eric Litwin. Last week I focused on my use of ideas from Megabook of Fluency.  This week I’m going to talk about how I am using/will use resources from Eric Litwin and from selected web-based site to help implement that program. I’m also going to talk a little about the way I teach word strategies.

The after-school program is meant to be a supplement to the building program, not a stand- alone program.  I’m trying to motivate the students to want to read, to read with prosody and to use word strategies based on both analytic and synthetic phonics.

For the kids I talk about two different ways to figure out words. One is to “sound them out” (traditional synthetic phonics). The other is to “say the first sound and think of the clues” (my adaption of analytic phonics).  I tell them to use the one that works best for you first.  I also tell them if one way doesn’t work, try the other. I want to point out to any readers who might be nervous about my promoting “word guessing”, that in fact what I’m promoting is “educated word guessing” based on crosschecking.  Marie Clay talks about “crosschecking”, i.e. using more than one of the cueing systems concurrently.  That means making sure that the “guesses” make use the visual clue (first sound) and work with the meaning clue (picture or how the story is going).  So if the child was guessing the word “sun” for something they see in the sky, but the text actually says star I WOULD NOT accept sun. I would prompt near point of error by saying that “ ’sun’ is a very smart guess, but does sun start with the ‘st’ sound and look at that picture. What other word would work here that starts with the ‘st’ sound and goes with the picture?  (The picture, of course, is a picture of a star).

As I’ve already mentioned I picked Eric and his books for our groups first favorite author because his work incredibly motivating and it promotes the use of crosschecking as I’ve just described it. They are predictable and engaging. They often include real life lessons or teach relevant literacy lessons in an entertaining way.   Kids REALLY want to read his books. I told my kiddos that I learned that it pays to find a favorite new author from time to time. It pays to learn all about them and to read lots of their books.  I told them that for our first favorite author, the after-school group would be explore books by Eric Litwin.  I also told them if they wanted to find their own new favorite author for the year I would help with that. They know that later in the year we will all talk about our other favorite authors and pick a new author for the group to focus on after Christmas.

Eric has turned out to be a very good choice for a first author. Several of the students raised their hand when I asked if they have heard of the book Pete the Cat Book- I Love My White Shoes. I then told them that Eric had written a new book, called If You’re Groovy and You Know It Hug a Friend (https://www.scholastic.com/teachers/books/if-you-re-groovy-and-you-know-it-hug-a-friend-by-eric-litwin/)

I read/sang some of the book to them. Rather than go straight to the full book, I then used the session to practice the song “If your Happy and You Know It”.  That fit in exactly with learning to read/sing a new piece and then practice it for future performance.

Here’s how I expect this to play out over the next few weeks.  Eric’s site is a treasure trove of songs and videos (see for yourself  https://www.ericlitwin.com/).  It includes free downloads of songs and lively video renditions based on his books.  For instance, the Pete the Cat I Love My White Shoes has a free download of the song.  So does his new book. I’ll be encouraging parents to let their children visit the site and listen to the songs.  I’ll also encourage them to use these books as night-time read alouds, and even let the children join in the reading.  Parents are welcome to buy them if they want, but they are also readily available at the public library. Because we meet only once a week, the VOLUNTARY performance songs/poems practice during the week (recommended by Rasinski) will be done once a month rather than weekly. I’m also trying to get permission to use one of the several programs that allow students to share videos with parents and students within the class (and only within the class). In that way their “performance” is something they can share with the whole group. There are also other things going on within reading club, especially as it relates to direct instruction in phonics & other reading skills, that I will discuss at a future date.  This includes sharing how  to “talk big about little books” .

Now I want to take a moment to talk about an important UPCOMING EVENT here in the Midwest. The Early Childhood Conference, which is usually held at Lake of the Ozarks each year is being held at Harris Stowe University in St. Louis. MARY HOWARD will be one of the keynotes.  Bill and I will be leading a panel discussion at one of the sessions. If you are in the Midwest Region please have a look at the website.

Happy Reading and Writing

 

 

Dr. Sam Bommarito (aka, big fan of Eric Litwin)

(For Visitors from Twitter and Facebook, thank for coming. You can subscribe to this blog using the subscribe button on the right hand column of this entry)

 

PLEASE USE THE LINK BELOW THE PICTURE  TO GO TO CONFERENCE SITE

Early Learning

http://www.missouriearlylearning.com/

 

 

Copyright 2018 by Dr. Sam Bommarito. Views/interpretations expressed here are solely the view of this author and do not necessarily reflect the views of any other person or organization

 

Making use of the Resources in the Megabook of Fluency and the books and songs of Eric Litwin (Part two) by Dr. Sam Bommarito

 

The MegaBook of Fluency

Making use of the Resources in the Megabook of Fluency and the books and songs of Eric Litwin (Part two)

I mentioned last week I’m working with an after school group. The group meets for an hour each Tuesday. It is voluntary.   We call it the Reading Club.  My partner in the endeavor is the building learning specialist.  There is also a 4th grade teacher who lets me meet in her room and who also helps with the students sometime. In addition to the 20 club members, who are 1st and 2nd grade students, there are also 6-7 upper grade students who come in to help with centers, paired reading et. al. For my part of the program I am using ideas drawn from the Megabook of Fluency and selected materials for Eric Litwin. Why those choices?

Tim came to St. Louis last spring and presented to our local ILA group. He has done that a number of times over the years (thanks Tim).  I wrote a blog about his presentation last spring.

https://doctorsam7.blog/2018/05/04/the-teaching-of-reading-as-both-science-and-art-a-report-evaluation-of-rasinkis-recent-presentation-in-st-louis-by-dr-sam-bommarito/

During that presentation he did a wonderful job of giving his ideas about the teaching of reading. He made a strong case that the teaching of reading is BOTH art and science and told us about his newest book (co-authored with Melissa Chessman Smith) the Megabook of Fluency. He told one story that really caught my attention. It was that of a teacher who made the practicing poems/songs a daily part of her classroom routine.  Fridays were “performance” days, children to perform the things they’d been reading all week. The teacher was getting major push back about this use of time, but she persevered.  Turns out that by the end of the year her class’s reading achievement performance dramatically improved. She became teacher of the year for her state. She seemed to be on to something.

When I asked Tim if he would write a piece for our Winter 2019 issue of Missouri Reader, which will be a special issue devoted entirely to the use of poetry and song, I mentioned that I would love if he included something about that story.  He agreed to write the piece for us. I just got a copy of that piece and he did include a relevant detail about the efficacy of this particular teacher’s practices.  Here is a preview of what he had to say:

“In a recently completed study, Mackenzie Eikenberry employed the regular use of poetry in her third and fourth grade dual language classroom.     Each day students were asked to practice and then perform for classmates a new poem (or other short text) using the Fluency Development Lesson format (Rasinski, 2010).    Each poem performance was followed with brief exploration of and instruction in words from the poem. In approximately a four month implementation (less than half a school year) of poetry reading and performance Ms. Mackenzie found that her 3rd graders made over a year’s growth in reading achievement while her fourth grade students made more than three quarters of a year’s growth.

The world is indeed full of poetry.  Yet, poetry (and song) may be some of the most underutilized texts in our reading classrooms today.  Perhaps it’s time for reading educators to rethink the value and importance of these wonderful texts. “
Want to read more about this- I’ll be blogging out the Winter 2019 issue when we go live and give readers a link to that issue. Please note that the gains made were accomplished in a 4 month period. Impressive!

So, that is what I’m going to be up to with my after school students. We’ll be practicing poems and song. I’m adding the caveat of think alouds with direction instruction. More about the “why” on that next time.

My newest ideas on how to help readers, especially younger readers, get off to a good start in reading seem to be crystalizing. Allow me to think aloud with you for a moment.

  • BRING BACK NURSERY RHYMES, we don’t do that much anymore and by not doing it we rob our children of some valuable literacy foundation and background.
  • Practice nursery rhymes and other songs during the week leading to a Friday performance. Different kids different Fridays. Lots of fun reasons to reread text during the week. It makes the needed drill FUN!!!!
  • During the practice of nursery rhymes and songs, include think alouds about how words work. Include direct instruction on the sounds that letters make as part of those think a alouds
  • Provide a print rich environment in both the classroom and home. Let the kids see the grownups reading. Let the grownups also read to the kids.
  • Provide choice based on interest for the kid’s independent reading selections (or what’s being read to them). A child is not a level. Levels are a teacher’s tool for selected instruction.  Fountas and Pinnell, Burkins and Yaris, Calkins among others call for classroom libraries organized by interests not by level. GIVE THE CHILDREN CHOICE- choice is the foundation for creating lifelong readers.
  • Talk to the kids about the books, songs and poems. Who was your favorite character (storybooks)? What new thing did you learn? (non-fiction). What did you like best about the book/song/poem?
  • Find out the child’s favorite author/series and if they don’t have one scaffold them into finding one.
  • And above all, READ READ READ READ READ (you get the idea!)

So I will pick up next time and report on how it is going with the after school students and including the practice of nursery rhymes and songs. I’ll address the issue of how to make sure the sounds can be learned in a reasonable sequence. Since this is a supplement to a main program, I’ll talk about how I am attempting to support the main program of phonics the children are using.  I think you can already guess that between the poems and songs in the Megabook of Fluency, and the books/songs of Eric Litwin I anticipate having no trouble finding the materials I need to support the children in teaching specific sounds and sound symbol relations.

So until next time

 

Happy Reading and Writing.

 

Dr. Sam Bommarito,  aka the “sound man from St. Louis, advocate of  both the explicit and implicit teaching of how words work.

(Visitors from Facebook and Twitter, if you like what you’re reading please consider subscribing to the blog. THANKS! Dr. B

Rasinski, T. V. (2010).  The Fluent Reader:  Oral and silent reading strategies for building word recognition, fluency, and comprehension (2nd edition).  New York: Scholastic.

Rasinski, T. V. & Smith, M. C. (2018).  The Megabook of Fluency.   New York:  Scholastic.

Copyright 2018 by Dr. Sam Bommarito who is solely responsible for it’s content

Back in the saddle again: working with first and second graders and helping them sing their way into fluency

The MegaBook of Fluency

Back in the saddle again: working with first and second graders and helping them sing their way into fluency

By Doctor Sam Bommarito

(Readers Looking for the Serravallo Interview, it is the blog entry right after this one!)

In social media I list my status as retired sort of. The reason for the “sort of” is I have many activities one of which happens to be doing an after-school program for first and second graders at an elementary school. That program just started this week. We call it The Reading Club.  There are currently 20 members.  We meet once a week.  The learning specialist from the building and I run the program.  She takes half the group and I take the other.  We also have helpers from the upper grades who come in to provide some peer interaction.

This year I decided to draw on some of the things I’ve learned while blogging about the latest ideas and lessons for younger readers. Over the next few blog entries, I’ll be talking about what I’m trying with these younger readers and how it’s working.  I’m drawing from ideas suggested by the work of Eric Litwin and Tim Rasinski.  I’ve talked about Eric and Tim previously on this blog.

https://doctorsam7.blog/2018/05/11/singing-our-way-into-fluency-exploring-the-work-of-eric-litwin-and-how-he-brings-together-the-art-and-science-of-reading-by-dr-sam-bommarito/

https://doctorsam7.blog/2018/05/04/the-teaching-of-reading-as-both-science-and-art-a-report-evaluation-of-rasinkis-recent-presentation-in-st-louis-by-dr-sam-bommarito/

What these two have in common is the belief that one path to fluency and comprehension can be found by using poetry and song.  Eric is the one who made me aware that students today often don’t know the traditional nursery rhymes and children’s songs. When I asked my students to raise their hands if they know the song Sing a Song of Sixpence, not a single hand went up.  I chose that particular song to start with because Tim and his co-author Melissa include an activity in The Megabook of Fluency based on that song (p 306-7).  The activity includes a sheet for parents.

I taught the group the song a couple of lines at a time. (I sing, you sing).  After practicing the two of lines the song a couple of times I did think alouds around selected words in the line.  I pointed out the “outlaw word” of (outlaw because it is not spelled the way it sounds). We found the words the and that”. These are both high frequency words.  We talked about how knowing the middle and end of word helps us tell words apart (the & that).

I noticed that at first some of the students weren’t even looking at the words at all as they sang. I asked them to make it match- that is point to each word as they sing each word in the song.  I have a little chant we do for that “Make it match, don’t make it up, that is what to do. Make it match don’t make it up, you’ll read your story true.”  A prompt I use to encourage matching is “If you see 5 words say 5 words, if you see 7 words say 7 words.”  In sum, don’t say any more words or any fewer words than what you see as you read or sing.  After introducing all the lines of the song (eight all total). The students then paired off and sang the song together in pairs. I asked the to make it match as they did. That means they pointed to each word as they sang the words.  We ended by playing a minute or so of “find all the “xxxx’s, e.g. find all the “the’s”. Point to each one and say it when you find it.  Reading recovery teachers will recognize this as a teaching move used by recovery teachers with students at the beginning levels.

Let’s now think about what I did and why it was important. One of the problems with little predictable books or other predictable text is that sometimes the child memorizes all the words in the text as one big block of text.  They really don’t know which word is which. This is because they are not paying attention to the visual cues (letters!).  By asking them to match, by making them pay attention to which word is which, I’m helping the students balance their use of cues. There is much more to it than simply matching as you read but matching as you read is an excellent starting off point. I’ll have much more to say about this in future blog entries

Eric Litwin if You're Groovey

This week the students will be singing this song each night.  They know they will have a chance to “perform” their song when they come back to the next reading club.  This is not the only thing we did at our reading club, but right now I’m focusing on telling you about how I’m using the rereading (resinging?)  of predictable text in order to promote fluency.  Next week I’ll be introducing the kids to one of Eric’s newest books, If You’re Groovy and You Know It, Hug a Friend.  It is patterned after the song “If You’re Happy and You Know It”. I’ll let you know next week how many of the kids knew that classic song ahead of time. I’ll also be reminding readers of Rasinski’s story about one first grade teacher who used a cycle of reading poetry/songs aloud and then perform those poems or songs on Friday. She got amazing results. More on that next week. In the meantime-

HAPPY READING, WRITING AND SINGING

 

Sam Bommarito aka the music man

 

P.S. About last week: It was very exciting to do the interview with Serravallo. I’m reminding my readers that the Serravallo’s interview and an interview with Eric Litwin will be appearing in the next issue of Missouri Reader. I will let you know when that comes out (just a week or two from now) and will do a special blog entry about it.

https://doctorsam7.blog/2018/09/28/an-interview-with-jennifer-serravallo-conducted-by-sam-bommarito-and-glenda-nugent-co-editors-of-the-missouri-reader/