Teaching Reading Essentials:

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Teaching

Reading

Essentials:

Video Demonstrations

of Small-Group

Interventions

This is the professional

development you’ve

been asking for!

Fully aligned with

and

OVERVIEW

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Teaching Reading Essentials • (800) 547-6747

Educating Our Teachers

In May of 2006, the National Council on Teacher Quality (NCTQ) released a landmark study taking education colleges and universities to task for not adequately preparing their students to teach. Despite setting an admittedly low bar—mere mention of the five components of reading in a scientifically based context—the NCTQ found that only 15 percent of the education schools it evaluated met its criteria (the purple bar).

Along with LETRS®₍_{Language Essentials for Teachers of Reading and Spelling}_),

Teaching Reading Essentials bridges the gap. Teaching Reading Essentials’

unscripted video demonstrations of research-based small-group interventions provide teachers with valuable professional development that is purposefully structured around the five components of reading and the DIBELS®₍_Dynamic

Indicators of Basic Early Literacy Skills) assessment measures.

HOW MUCH OF THE READING SCIENCE ARE EDUCATION SCHOOLS TEACHING?

Evidence of science Total number of institutions in sample = 72

Nu

mb

er

o

f i

ns

tit

ut

ion

s

* These schools failed, but a total score could not be computed.

100% 80% 60% 40% 20% 0% FAILED UNCLEAR

but no total score*

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Dear Colleague,

Teaching reading is the most important task of any elementary teacher, but it’s also complicated. Not only is a good lesson supposed to address five essential components of reading (phoneme awareness, phonics, fluency, vocabulary, and comprehension) according to consensus reports, but it should also foster oral language and writing development. An expert teacher integrates all these strands into a seamless, fluent whole.

In the first decades of my career, I was licensed several times over and earned advanced degrees, but I never felt as if I were an expert teacher. There were always children who did not respond to my best-planned lessons, and there were always aspects of instruction I needed to improve. I remember wanting to watch other good teachers and learn from them. The Teaching Reading

Essentials demonstration videos were developed for every teacher who has felt

the same way.

Teaching Reading Essentials was created for teachers who are striving to

improve their instruction or reach students who are challenging to teach. The videos feature K–3 students with various instructional needs, as determined by

DIBELS and other screening tests.

The lessons are organized by the important components of instruction and the progression of reading development. The teachers are strong in different ways. The video demonstrations are authentic—not rehearsed, not doctored, and not redone. We enjoyed putting these together and sincerely hope you will find them interesting and useful.

Louisa Moats

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Meet the Authors

Louisa Moats, Ed.D., is well-known for her publications on reading instruction,

the professional development of teachers, and the relationship between language, reading, and spelling. She has published in many peer-reviewed journals and written numerous books and book chapters. Moats authored the American Federation of Teachers’ Teaching Reading Is Rocket Science, Learning First Alliance’s Every Child Reading: A Professional Development

Guide, and The Reading First Leadership Academy’s

Professional Development Blueprint. Her professional

development program, LETRS (Language Essentials

for Teachers of Reading and Spelling), with which

the lessons in Teaching Reading Essentials are aligned, evolved from Moats’ many years of experience teaching classroom teachers and reading specialists in graduate programs and in school systems.

Linda Farrell, MBA, is a partner and reading specialist with the Really Great

Reading Company. She provides professional development for educators around the country. In addition, she develops products for beginning and struggling readers. Linda designed the letter tiles used in the Teaching Reading Essentials

videos. She also developed the Beginning and Advanced Decoding Surveys included in LETRS and in the Teaching Reading Essentials

Program Guide.

Farrell is a national LETRS trainer for Sopris West and coauthor of DIBELS: A Practical Manual. She received a Volunteer of the Year award in the District of Columbia for her efforts in the field of adult literacy.

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Teaching Reading Essentials

is an innovative

professional development program designed

to support instructors in several ways:

1. Helping teachers implement research-based reading instruction

2. Providing tools for coaching and follow-up to professional development

3. Serving as a constant resource for teachers by reducing the time and expense required for in-person professional development

This powerful series of 58 video demonstrations brings teaching routines for basic reading, spelling, and writing instruction to life. The demonstrations feature small group instruction of children who perform below benchmark on

the DIBELS measures or who struggle with reading for any reason.

The concept is simple: Watch experienced teachers use methods aligned with the research-driven models of reading instruction and witness learning in action. Then, based on the needs of your students, put these proven reading strategies to work in your own classroom and enhance the effectiveness of your core comprehensive reading program.

The DVD set covers the five essential components of reading and much more as the demonstrations include a strong emphasis on language development and the relationship between written expression and reading. To add further depth and value, the Teaching Reading Essentials video library includes 19 professional development sessions led by Moats with participation from several practicing educators. Watch the groups react to the demonstrations and discuss how to incorporate the Teaching Reading Essentials concepts and strategies into your own instruction. These segments can be used as a model for your own staff trainings.

This amazing resource was developed to be used “as needed” to target specific reading or writing skills. It aligns with the DIBELS measures and is organized under five areas of instruction:

Part 1. Teaching Letters, Sounds, and Sense

Part 2. Teaching Phoneme Awareness

Part 3. Teaching Beginning Reading and Writing

Part 4. Teaching Advanced Phonics

Part 5. Teaching Vocabulary and Comprehension

Demonstrations

are aligned with

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Letter KnowLedge

Part 1• demonstration 7

Letter naming

Familiarity with letters, gained

by many opportuniti

es to work with man

ipulative materials, an d letter naming accura

cy must precede any

fluency drill. Drills m

ust be very brief and game-like.

Lesson Component:

Letter knowledge.

objective:

Students will fluently

name all upper- and

lowercase letters in r andom order.

Materials:

•

Letter flash cards. • Letter spe

ed drills—randomly ordered up

percase, lowercase, o r both. •

Uppercase and lowercase sets o f plastic letters.

Instructional Procedure—Fla

sh Card drill:

• Shuffle uppercase

, lowercase, or mixed

-case letter flash card

deck. Ask students to name as many letters as they

can in one minute. Keep track o

f any incorrect respo nses and re-teach those letters.

• Have stud

ents practice the dril

l in pairs, taking turns being th e “teacher.” • Time students while

they place all plastic

letters in order on the alphabet arc. Take one letter away while stud

ents hide their eyes, and see ho

w quickly they can id entify the missing letter.

Instructional Procedure—on

e-Minute Speed drill:

• Pair students and

have them name lett

ers in random order. Each partn

er takes a turn being the teacher and checking the ac

curacy of the other p

artner’s letter namin g.

When proficiency is

achieved, stop the practice!

Scaffolding technique—b/d Co

nfusion:

• Hold your hands in front o

f you, with your palm

s facing you. Form tw

o fists, leaving your thumbs pointing up. Hold your

fists together. Show students t

hat this formation lo oks like a bed, with your left h

and forming the sha

pe of the letter b and your

right hand forming the shape of the lette

r d. Students can check whether a

letter is a b or d by holdin g the appropriate fist next

to the print.

talking Points for Professiona l development:

} What other techniqu

es do you know to hel

p children discrimin

ate between b and d?

} How can you ensure

that students use their left han

d to use the b recognitio n technique? Part 1• Teaching Reading Essentials

Part 1 Content and Navigation

How to Use

Teaching Reading Essentials

4

5

1

Choose the Part based on _{your students’ needs}

2

Watch the Introduction

Use the Program Guide to implement the Demonstration in your class

3

Choose a Demonstration Video to watch with your team or on your own

Don’t forget to watch the Professional Development Session, if available

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Part 1 Content and Navigation

DVD Navigation

Part 1: Teaching Letters, Sounds, and Sense

For students who are below benchmark on DIBELS ISF and LNF.

Demonstration

Video Activity Name Page Time(minutes)

Introduction to Part 1 29:49

Phonological Awareness

1 Bilingual Scaffolding 10 4:21

2 Syllable Blending 11 4:09

3 Syllable Substitution 12 2:41

4 Onset and Rime

Professional Development Session 13

4:53 6:46 5 Producing Rhyming Words

5:03 8:25

Letter Knowledge

6 Alphabet Sequence 17 4:51

7 Letter Naming 18 3:03

8 Letter Formation

4:52 10:18

Concepts of Print

9 Print-Related Vocabulary

10:50 6:12

10 One-to-One Correspondence 24 10:17

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Part 2 Content and Navigation

Part 3 Content and Navigation

DVD Navigation

Part 2: Teaching Phoneme Awareness

For students who are below benchmark on DIBELS PSF.

Demonstration

Video Activity Name Page Time (minutes)

Introduction to Part 2 22:06 Single Phonemes

1 Speech Sounds With Gestures 32 11:37 2 Tracking Single Phonemes 34 12:56 3 Beginning Phonemes

8:34 6:16 Segmentation and Blending

4 Ending Phonemes 40 6:55 5 Blending Phonemes 43 4:36 6 Segmenting Phonemes

4:03 5:41 7 Sound Chains 49 4:37 8 Sound Boxes With Print

7:51 9:07

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Part 2 Content and Navigation

Part 3 Content and Navigation

DVD Navigation

Part 3: Teaching Beginning Reading and Writing

For students who are below benchmark on DIBELS NWF and ORF.

Demonstration

Video Activity Name Page

Time (minutes)

Introduction to Part 3 21:12

Basic Routines

1 Heart Words 59 10:42

2 Short Vowel Sounds

Professional Development Session

61 9:38

12:24

3 Letter-Sound Correspondence 63 5:38

4 Spelling Chains 65 8:14

A Complete Phonics Lesson on Short i Words

5 Phonemic Workout 67 3:12

6 Introducing New Letter Sounds 68 4:59

7 Building Real Words

70 8:03

8:34

8 Nonsense Words 72 5:22

9 The “Question and Answer” Game 73 5:08

10 Reading Word Patterns 74 4:03

11 Reading Nonsense Words 75 2:29

12 Fluency Builder 76 5:00

13 Reading Sentences

77 4:59

6:13

14 Dictation 79 9:11

15 Reading Decodable Books 81 2:24

Teaching Spelling Patterns

16 Word Sorting With -ck

83 8:05

9:01

17 Consonant Blends 85 7:34

Fluency and Comprehension—Decodable Text

18 Alternate Oral Reading 87 14:33

19 Choral Reading

89 12:07

5:08

20 Word Recognition Strategy

91 15:34

17:51

Fluency and Comprehension—Leveled Text

21 Phrasing 93 9:38

22 Partner Reading

95 16:34

10:02

23 Fluency Practice 97 7:52

Supported Writing

24 Supported Group Writing

99 14:19

12:45 (delivered on two discs)

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Part 4 Content and Navigation

Part 5 Content and Navigation

DVD Navigation

Part 4: Teaching Advanced Phonics

For students who are below benchmark on DIBELS ORF.

Demonstration

Introduction to Part 4 12:29 Introducing Critical Concepts

1 Suffix _{Professional Development Session}-ed 106 _15:0412:19 2 Multisyllabic Words 108 8:02 3 Understanding Schwa 110 15:17

Vowel-Consonant-e (VCe)

4 Teaching Magic e 112 31:06 More Syllable Patterns

5 Multisyllabic Words With Magic e 116 17:21 6 Spellings for /er/ 118 13:57 Multiple Spellings for a Long Vowel

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Part 4 Content and Navigation

Part 5 Content and Navigation

DVD Navigation

Part 5: Teaching Vocabulary and Comprehension

For all students

Demonstration

Introduction to Part 5 12:29 Word Meaning Activities

1 Categorizing Words 125 8:25 2 Multiple Meanings 127 30:05 3 Scaling Words 130 2:26 4 Introducing Morphemes _{Professional Development Session} 132 14:24

6:17 Integrated Lessons

5 Comprehension Strategies _{Professional Development Session} 134 16:05 21:08 6 Supported Writing 136 13:47

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