Copy of The Science of Reading Reflection

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Des Moines Area Community College *

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Communications

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Feb 20, 2024

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SCIENCE OF READING SERIES: GUIDING DOCUMENT (Created by Keystone AEA) As you watch each part, stop along the way to discuss with others or self-reflect, using the guiding questions and think- abouts below. Please STOP at the minute markers to align the content with the discussion questions. Part I: STOP AT…. 5:30 The Simple View of Reading What is your familiarity with with this concept? What does it mean for you as a teacher in how you work with students on literacy skills and concepts? Which piece of the simple view of reading do you observe students struggling the most (word recognition or language comprehension) that prevents them from having strong reading comprehension? It’s an idea of which we can use to look at to teach reading in class. So, decoding and language comprehension equals reading comprehension. This can be used in many ways in the classroom and implemented various ways a well. It’s not as easily taught and does not always work for each student. Explicitly teaching concepts and literacy to all students with complex and grade level text. The learning takes times and is different for all students. From the experiences I have seen in classrooms I feel as though children struggle with language comprehension the most. 7:50 Working Memory How does working memory contribute to a student’s ability to read? What does a student need in order to fully comprehend text? Because the skills rely on the brain energy. Working memory is described as the part of the brain that is working on the skill and the energy put forth in the skill. If one struggle to decode they will be a less fluent reader as their working memory cant grasp both ideas at the same time and provide the same energy to both and vice versa. They need to be able to decode words and understand the language and comprehend what is read or said so they can become more fluent and comprehend the texts read aloud. Building those Skill’s will help this. Students need to recognize the words and comprehend to decode. 8:50 Scarbrough’s Rope How does Scarbrough’s Rope compare and contrast to the Simple View of Reading? How do they relate and connect to each other? Scarborough’s Rope Simple View of Reading 12:45: Orthographic Mapping Looked at as a formula of Decoding X Language comprehension = reading comprehension which is all in all the end goal. The parts of the “formula” act as the subskills discussed in the other idea and the similar outcome is given of comprehension of reading. Looked at as strands of a rope woven together to get to end goal Shows dynamic way the subskills are developed and become integrated and intertwined as the reading works. And begins to take place more Both focus on reading comprehension and decoding as skills to get similar outcome

How does orthographic mapping relate to sight words? What does it mean to have a “sight word”? It involves the formation of letter-sound connections to create the spellings, pronunciations, and meanings of specific words in memory. How the reader develops a sight vocabulary. Not a visual process just a way or word development as phonological skills are built upon. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. They are high frequency words and used a lot. Words we want students to master as they are words generally used in daily writing or conversation. 17:15 Looking at the image below from the video, what is your take-away for how we should (or should not) prompt students to tackle text on a page? We don’t want students to just memorize – or guess based on what they see rather that be the words or the pictures. Using the context clues is not something we want students to use as a strategy. How can they look at the words and know the phonological meaning and decode based on the phonics skills they have. They aren’t strategies that will set up the students for success or become a better reader. The video addressed instruction and the brain hemispheres. The prompts on the right where we are asking does it make sense? Does what we read make sense or sound right? We want students reading complex texts at their level to connect sounds and symbols and not just memorize or work on one side of the brain. Teaching the vowel rules, blending, and develop habits of decoding to coincide with orthographic mapping to build on automaticity. 25:00 What does the National Reading Panel say is essential for components to include within literacy instruction? How does this compare to the components and instruction currently included within the instruction within your own classroom? Phonemic awareness, phonics looked at as the structural analysis and spelling, fluency, vocabulary/morphology, and comprehension of text are essential components. They are somewhat looked at as the core or effective reading instruction. The video addresses written comprehension or handwriting and grammar as an extra piece or critical piece as a physical

piece. The instruction should be explicit, evidence-based strategies are or should be used, we should be progress monitoring on skills and keeping data to have a guide for further instruction or to see where students are gaining knowledge or not. Use of a systematic approach is also important. Reading is not one that comes naturally to all and it has to be taght with explicit instruction. Instruction counts and everyone can be taught to read if done effectively. 26:00 STOP (unless you would like to listen to the Q&A, which is fine, too!) SO WHAT? What’s your “Why”? What’s your Goal? Before starting the next video, reflect on what your goal is for continuing this learning? What do you hope to learn and what are some steps for getting there? Providing explicit instruction will allow my students to become readers and use complex texts to grow both sides of their brains and have a knowledge of decoding, language comprehension and then having a comprehension of the reading. The goal is to use systematic ways and strategies and use explicit instruction to teach the skills to teach reading and provide students with ways that are effective and not rote memorization and just repeated words as a memorization strategy with early leveled readers. _________________________________________________________________________________________________ Part II: STOP AT…. 7:10 After learning about this graphic, use the word “chip” to break down each level of understanding of this word: Chip – Syllables – (1) CHIP Onset/rime – IP Phoneme - /ch/ /i/ /p/

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20:00 Why is Phonics Instruction important? It is important because students needs to recognize letters, the sounds they make, rules of language and different sounds letters make when next to other letters joined together for example if we have a digraph or diphthong. The English language is a phonetic language – languages vary. In the English alphabet we have 26 letters, 44 phonemes and 74 phonograms. The video stated how even though there are a large number of phonograms if students understand them and are taught rules they will have improvement and better skills of decoding words in the English language. Part III: STOP AT…. 6:00 What did you learn about how the brain learns to read in the first few minutes of this session? Its not memorization, we do not want students relying on rote memorization of sight words or books read. We don’t want them to just drill and kill on the skills we want them to learn strategies to decode effectively. We aren’t born to learn to read, we must teach these skills. Spoken language is easily learned but not to read and decode. 10:20 Review this process. Which area(s) do you cover well as a teacher and in your system as a building? Which area(s) do you struggle with and need additional support and work? In the schools I have worked in and subbed in or for observations I feel as though it depends on the building or even the teacher. How can help to close the gap or keep those gaps as small as possible. Teaching using systematic and explicit instruction are what should be the focus. Progress monitoring and using the data to build on. I feel like in some buildings there’s more of a push to just staff those struggling kids and the interventions aren’t carried out as they should be. But I have also seen it the other way around too. In my classroom I hope to deliver reading instruction to the best of my ability for all students to gain knowledge and make growth. 17:00 PAST PRACTICES: reflect on the past practices that are not evidence-based that are commonly utilized in the classroom. Are there any used currently in your classroom or school building? What do you now understand about those practices and what would next steps be for you? 18:00 What’s the difference between a word wall and a sound wall?

A sound wall is on where different speech sounds or phonemes are displayed with examples, pictures etc. This is a wall in which various phoneme cards and displaying the speech sounds and a visual picture is how the words are organized so there organized by sounds. A regular word wall just categorizes the word by the letter they start with . 28:30 CHARACTERISTICS OF EFFECTIVE INSTRUCTION What effective practices do you do well in your classroom? Which practices would be an area for you to improve?

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