What could be more fun than to be a literacy learning geek who gets to hang out with our four year old grandson. Talk about observing early reading up close! Morgan was here last week, and asked to take a book home with him for the very first time. That inspired this post.
I've written before about texts for beginning readers, but this time I think I'll write out excerpts from the books Morgan most enjoys and think aloud on the topic. I'll follow these with an excerpt from a phonics-based (or decodable reader) so we can all see/hear the differences. To get the full benefit, you will want to read the excerpts aloud.
I advocate that from the earliest ages, readers experience a range of reading engagements--a structure I worked out over months of reading with Nick. I've simplified these to three (beyond reading aloud), to help teachers and parents try their own hand at them.
In addition to hearing books read aloud, readers benefit from 1) independent reading from books they read on their own after hearing them read aloud several times. In school these are often called "just right books" or leveled readers. Next, readers benefit from 2) shared reading experiences, where they read along with a more experienced reader, taking a part or chiming in as they are able. Finally, readers should 3) read books about topics of keen interest. At early ages, this might mean reading the pictures, or reading captions, or asking someone to read pages that most interest them.
Here is how my suggestion plays out with four year old Morgan.
Independent Reading
Morgan's favorite book to read independently is the one he asked to take home. I read it to him several times before he started chiming in on the second or third page. Now he reads it on his own, using his memory of the predicable pattern and the pictures to read the text.
Before I Go to School
Before I go to school
I make my bed
Before I go to school
I put on my clothes
Before I go to school
I eat my breakfast
Before I go to school
I wash my face
Before I go to school
I brush my teeth
Before I go to school
I put on my backpack
Now I'm ready to go to school!
While these "just right books" for early readers offer simple stories, the language patterns that are easy to reread invite young readers to pick them up again and again. I have 10-12 of these kind of books on hand to read with Morgan, yet this is the first one that he has asked to take home. All readers have preferences, and it's amazing how early they kick in!
(This book was a sample from a collection of "leveled" books at school, and is the most difficult for parents to find for purchase. I"ll do some research on this issue and post suggestions soon.)
Shared Reading
Morgan chimes along with many books, but these are two favorites. The first is David Shannon's popular, NO, David!
David's mom always said, No David!
No, David! (as he reaches for the cookie jar)
No, David, no! (as he tracks mud in the house)
No! No! No! (as the bathtub water overflows)
Come back here, David! (as he runs down the street in the nude)
DAVID! BE QUIET! (as he bangs on a pan)
Don't play with your food!
That's enough, David! (as he chews with his mouth open)
...
This book is compelling to Morgan, and although it's longer and more complex than Before I Go to School, it's also more supportive of his emerging letter/sound knowledge. He focuses on the name David ("like Daddy"), and the word NO, and looks more closely at the actual print than he does in Before I Go to School. Yet, my guess is that he asked to take Before I Go to School home because he currently relates to it (he goes to preschool three days a week) and he feels most successful reading it.
Another favorite shared reading is Pig Pig Grows Up, by David McPhail.
Pig Pig was the baby of the family. His brothers and sisters had grown up and left home long ago. But Pig Pig refused to grow up. (picture of Pig Pig in the sandbox)
He still wore his sleep suit, though it was too tight, and he continued to sleep in his crib, even though his feet hung over the end. (picture of a very big pig squeezed into a crib)
At breakfast, Pig Pig sat in his high chair. He ate Pablum and strained fruit.
...
Pig Pig's mother grew tired of it. "You're a big pig now, Pig Pig," she said. "You've got to grow up."
But when she took away his old blanket and bought him a real bed, he sobbed like a baby all night long.
...
On this last page above, I read "his old blanket and his binky ..." as Morgan gave up his binky last summer. He scrutinizes the illustrations in this longer text, and asks to hear it at least once a day.
Reading about a keen interest
Morgan's favorite nonfiction book these days is Trains. This is hardly a surprise, as trains have been his most intense interest for two years. He's happy to hear the text read aloud, or to look at the pictures and to name the different kinds of trains: passenger train, locomotive, freight train, bullet train. He recognizes the Amtrak train he rode to Portland, and after hearing the term "sleeper cars," asks, "How do you sleep there?" He is most verbal when reading this book.
What makes these texts successful?
No doubt your predictions are similar to mine: These books focus on topics from his life, topics of interest, and topics that pique his curiosity. The language is also rich, and and he can figure out new concepts (sleep suit, pablum, sleeper car) based on the illustrations and his own experiences.
Reading theory suggests that Morgan is able to use all three cueing systems as he reads along with me: 1) grapho-phonemic, or letter/sound knowledge (what people often call phonics), 2) syntax (grammar system), or how language sounds, and 3) semantics, or the meaning of the text. Taken together, these three systems at play fully support readers. This complex support frees him to zero in on NO, or David ("like Daddy"), or to repeat lines that stay with him in other contexts ("Just this once!" he recently said to me, quoting the title and repetitious refrain from another of his favorite books).
In contrast ...
There are other educators who advocate for a simpler theory of early reading that focuses on just one of the cueing systems, phonics. It begins with individual sounds that are taught and combined (sounded out) to make simple words. These are paired with a short list of sight words (words that can't be sounded out and that are memorized) to create decodable readers. Here is an example:
The Wig
Tag is a pup.
Kit is a cat.
Kit ran to get Tag. (an outline of a cat scampering after a dog)
Peg has a wig.
The wig is wet. (an outline of a girl with a dripping wig on a wig stand)
Peg set the wig on a big log.
The log is in the sun.
It is hot in the sun.
The log got wet.
Peg ran to get a rag.
Tag ran up to the log.
The pup can get the wig.
...
Reading a text like this one is an exercise. I can't imagine curling up in bed to read it, or what connections Morgan might possibly make. When it crossed my mind to try it out on him, I realized I wouldn't even waste the time it would take to do that. Too many books, too little time!
An invitation
I'll end this post with an invitation to try your hand at any of these reading engagements with the young readers in your life, or to share an experience that came to mind as you read. I would love to hear from you!
4.12.2009
3.09.2009
Three Theories of Literacy Instruction
Emily wrote recently to request the context in which I had used a coded set of reading books (phonics, skills, holistic) in a Language and Literacy graduate class. She wants to use the engagement herself with teacher education students, as she remembers it being powerful. At the time she was using Distar and the coded books helped her understand how kids might be experiencing the program.
THREE THEORIES OF LITERACY INSTRUCTION
The point of using the three texts included below is that they represent three common theories about how people learn to read. All teachers operate from a theory (whether they're conscious of it or not) and the experience of these three models in action offers them a chance to become more aware and reflective about their teaching.
THE PHONICS MODEL
Reading programs are based on particular assumptions. A phonics model is based on the belief, for instance that kids first learn individual sounds, and as they have mastered 5-6 sounds, small words can be composed of those, making reading to learn "easy." This is a commonsensical idea, hence the proliferation of BOB books and other phonetically controlled readers.
The story used to illustrate the phonics model is called a A Pin for Dan. We used flashcards and word
lists that the group read prior to reading the story, and the text contained no pictures. Those espousing this model often believe that seeing pictures allows kids to figure out the words and is "cheating." The list of words reads: pin, win, bin, tin, in, into. Can you figure out the second column? Even I have to work hard to remember that the only change is an /S/ added to the end of each word. The sight word is circled: of.
The story, again without illustrations so readers won't cheat by looking at them, is below. See how well you can read it.
The skills model of reading, represented in most reading textbooks for elementary students or older "remedial" readers, is based on phonics, combined with some sight words. Each story is "constructed" to teach a particular skill. Hence a story in a first grade reader on boating safety that was crafted to teach the OA sound. Instead of calling a life jacket just that, the text called it a floating jacket. (Would you predict this is helpful to readers?)
First students are grouped by their "ability" to read in this way. Vocabulary and skills are taught to each group, next comes the story, and then the kids complete worksheets to apply their new learning. Games are often included as independent work: flashcards, word searches, and coloring sheets.
The story used to illustrate the skills model is It Will Not Go. We worked on the intro skills page together (introducing the pronouns: I, we, it), then used flashcards on beginning and ending sounds, then read the coded story. Students then return to their seats to independently complete three worksheets. This group of readers was allowed to "go out to recess" when they finished the worksheets. I used this same structure for the adults in our class.
THE HOLISTIC MODEL
The third, holistic model, assumes that the smallest "unit of meaning" is an entire text, rather than individual letters and sounds or words. A familiar text (or with a pattern readers can pick up) and real language makes the early reading experience easier rather than harder, even though the story is much longer. The lesson is organized so readers work together (the earlier models are characterized by working alone: "keep your eyes on your own paper," playing "around the world" with the flashcards so the quick kids earn cards and the more deliberative or thoughtful kids are "less successful", etc).
The text used to illustrate the holistic model was The Three Little Pigs. This group did a "picture walk" through the story in pairs, the whole group talked about their predictions, and then we read the story together as a group. Everyone knows the story and some of the lines, so there is a lot of predictability. People can use what they know to figure out what they don't know. The illustrations are an integral feature of the reading experience.
Both of the phonics and skills models are based on the assumption that there is a clear sequence to how kids learn language. The researchers I studied with clearly showed that there is no specific sequence, but rather that different kids attend to different features of language in their environment. The role of the teacher is to closely observe kids immersed in using language (big books, read aloud, talking, early writing, etc.), see what they know and are able to do, and to provide demonstrations that will help them do it better. A language rich environment is key. (More on that in a future posting.)
The analogy to the early reading experience for kids only goes so far, as adult students can use what they know about written English to decode these coded texts. Further, these adults weren't required to write in each model, as kids would be. Spelling tests, copying from the board, and homework assignments are also treated differently among these models. By the way, Houghton Mifflin published a similar engagement in the '70s called A Primer for Parents. Interested readers might be able to track it down.
In our course, this reading experience set up months of professional reading and study on how reading is taught. Here is one post that illustrates my beliefs about how to support early reading.
THREE THEORIES OF LITERACY INSTRUCTION
The point of using the three texts included below is that they represent three common theories about how people learn to read. All teachers operate from a theory (whether they're conscious of it or not) and the experience of these three models in action offers them a chance to become more aware and reflective about their teaching.
THE PHONICS MODEL
Reading programs are based on particular assumptions. A phonics model is based on the belief, for instance that kids first learn individual sounds, and as they have mastered 5-6 sounds, small words can be composed of those, making reading to learn "easy." This is a commonsensical idea, hence the proliferation of BOB books and other phonetically controlled readers.
The story used to illustrate the phonics model is called a A Pin for Dan. We used flashcards and word
lists that the group read prior to reading the story, and the text contained no pictures. Those espousing this model often believe that seeing pictures allows kids to figure out the words and is "cheating." The list of words reads: pin, win, bin, tin, in, into. Can you figure out the second column? Even I have to work hard to remember that the only change is an /S/ added to the end of each word. The sight word is circled: of.The story, again without illustrations so readers won't cheat by looking at them, is below. See how well you can read it.
The reality is that for many young readers, books that don't sound like real language make learning to read much more difficult.
THE SKILLS MODEL
THE SKILLS MODEL
First students are grouped by their "ability" to read in this way. Vocabulary and skills are taught to each group, next comes the story, and then the kids complete worksheets to apply their new learning. Games are often included as independent work: flashcards, word searches, and coloring sheets.
The story used to illustrate the skills model is It Will Not Go. We worked on the intro skills page together (introducing the pronouns: I, we, it), then used flashcards on beginning and ending sounds, then read the coded story. Students then return to their seats to independently complete three worksheets. This group of readers was allowed to "go out to recess" when they finished the worksheets. I used this same structure for the adults in our class.
THE HOLISTIC MODEL
The third, holistic model, assumes that the smallest "unit of meaning" is an entire text, rather than individual letters and sounds or words. A familiar text (or with a pattern readers can pick up) and real language makes the early reading experience easier rather than harder, even though the story is much longer. The lesson is organized so readers work together (the earlier models are characterized by working alone: "keep your eyes on your own paper," playing "around the world" with the flashcards so the quick kids earn cards and the more deliberative or thoughtful kids are "less successful", etc).
The text used to illustrate the holistic model was The Three Little Pigs. This group did a "picture walk" through the story in pairs, the whole group talked about their predictions, and then we read the story together as a group. Everyone knows the story and some of the lines, so there is a lot of predictability. People can use what they know to figure out what they don't know. The illustrations are an integral feature of the reading experience.
Both of the phonics and skills models are based on the assumption that there is a clear sequence to how kids learn language. The researchers I studied with clearly showed that there is no specific sequence, but rather that different kids attend to different features of language in their environment. The role of the teacher is to closely observe kids immersed in using language (big books, read aloud, talking, early writing, etc.), see what they know and are able to do, and to provide demonstrations that will help them do it better. A language rich environment is key. (More on that in a future posting.)
The analogy to the early reading experience for kids only goes so far, as adult students can use what they know about written English to decode these coded texts. Further, these adults weren't required to write in each model, as kids would be. Spelling tests, copying from the board, and homework assignments are also treated differently among these models. By the way, Houghton Mifflin published a similar engagement in the '70s called A Primer for Parents. Interested readers might be able to track it down.
In our course, this reading experience set up months of professional reading and study on how reading is taught. Here is one post that illustrates my beliefs about how to support early reading.
3.02.2009
"Practice" with Abstract Sight Words
I've been researching information for the family literacy night engagements. First, I ran off a list of Dolch words (one of many sight word lists, this list is organized by frequency of occurrence in early reading texts), and I ran across this advice on practicing abstract sight words from Patricia Cunningham: Use words like of or that in phrases, along with pictures, for practice.
Imagine the challenge of creating such flashcards. In the end, I can only advise reading real books. To me, reading is not practice ... it's reading. Kids learn to read by reading. They are also learning more about what it is they are reading. (They are also learning their identity as readers: Are they in the "top group" or the "low group" or ...? But that's a discussion for another time.)
The challenge might be to find the right books, and that's why librarians, teachers, and literacy coaches are here, not to mention Nancy Pearl (all ages), Franki Sibberson (elementary) and Teri Lesesne (adolescents).
Another colleague suggests families only use the flashcards that have meaning, that you could talk about or draw. Words like house, tree, car, friend, sun, neighborhood. She also concurs that reading books is what really matters.
Today I borrowed five early readers from a first grade colleague and analyzed each one by highlighting the sight words in each one. Here are the titles: Days with Frog & Toad, Mouse Tales, Owl at Home, Stuart Little, and The Teeny Tiny Woman. All of these books will work for these less experienced 1st-3rd grade readers.
One of my librarian colleagues offered additional titles of similar and of slightly more difficult books: The Fox series, Henry & Mudge, Amelia Bedilia, M & M (detective series), Biscuit, Commander Toad, and Nate the Great. The analyzing work continues. And I'm not just thinking about whether these books contain the right words (listen to how crazy that sounds!), but if they are right for this diverse group of English language learners. It is not a surprise that Teri titled her book, Making the Match.
More soon!
Imagine the challenge of creating such flashcards. In the end, I can only advise reading real books. To me, reading is not practice ... it's reading. Kids learn to read by reading. They are also learning more about what it is they are reading. (They are also learning their identity as readers: Are they in the "top group" or the "low group" or ...? But that's a discussion for another time.)
The challenge might be to find the right books, and that's why librarians, teachers, and literacy coaches are here, not to mention Nancy Pearl (all ages), Franki Sibberson (elementary) and Teri Lesesne (adolescents).
Another colleague suggests families only use the flashcards that have meaning, that you could talk about or draw. Words like house, tree, car, friend, sun, neighborhood. She also concurs that reading books is what really matters.
Today I borrowed five early readers from a first grade colleague and analyzed each one by highlighting the sight words in each one. Here are the titles: Days with Frog & Toad, Mouse Tales, Owl at Home, Stuart Little, and The Teeny Tiny Woman. All of these books will work for these less experienced 1st-3rd grade readers.
One of my librarian colleagues offered additional titles of similar and of slightly more difficult books: The Fox series, Henry & Mudge, Amelia Bedilia, M & M (detective series), Biscuit, Commander Toad, and Nate the Great. The analyzing work continues. And I'm not just thinking about whether these books contain the right words (listen to how crazy that sounds!), but if they are right for this diverse group of English language learners. It is not a surprise that Teri titled her book, Making the Match.
More soon!
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