Praxis | Reading Specialist | Teaching Reading | Fab 5 of Reading | Kathleen Jasper

hi there i'm kathleen jasper and today we're going to be talking about the fab five of reading and this particular video is going to help you on several teacher certification exams but specifically those tests that ask you questions about emergent literacy so this video is going to help you on the teaching reading exam for praxis and also the praxis reading specialist exam so we're going to go through these concepts today let's get started today we're talking about the fab five of reading and that includes phonemic awareness phonics phonological awareness vocab and comprehension when you take these five skills and you bring them together they give the student the essence of reading and so reading teachers are usually working on these skills individually for example as a reading teacher you're going to work on phonemic awareness only or phonics only or vocab only however we want to kind of think of these skills as working together as a whole to bring the student closer to comprehension and critical thinking when they are reading so it's really important that you understand each skill and how it's applied in the classroom and that way you can answer questions on your certification exams especially those situational questions where they're asking you to identify certain skills based on certain scenarios and that'll become more clear as we move through this presentation so let's hop over to my presentation and we'll go through the fab five of reading now so you can see here the fab five of reading is listed here the first is phonemic awareness then we have phonics phonological awareness vocab and comprehension so now the first three skills phonemic awareness phonics and phonological awareness are those emergent skills i'm going to cover them here under this umbrella i always like to use this umbrella when we talk about those three emergent skills so this is going to cover the first three of the fab five okay so when you think of reading i want you to think as phonological awareness as the umbrella and then phonemic awareness and phonics underneath the umbrella basically these two skills here are the stepping stones and they fall under this bigger skill of phonological awareness well let's break down what phonemic awareness is now phonemic awareness has to do with sounds only all right so if you're taking a certification exam and you see phonemic awareness in the answer choices you want to make sure you're thinking about the sounds of words now when i was learning to become a reading teacher my teacher my peer teacher told me that phonemic awareness is something you can do in the dark you don't have to see the paper you don't have to see the word you don't have to write anything it's just the sounds so for example if i said to you how many sounds in the word cat you could close your eyes and go k at and there are three sounds you don't have to see the word cat you don't have to write the word cat you don't have to see the letter a or the letter c you can just use your ears and then understand that there are three sounds and some activities that you might do with phonemic awareness or things like this say the word cat the students say the word cat say the word cat the students say the word cat and then you might say say the word cat but delete the k sound and the kids would go at that's called a deletion activity and that's a phonemic awareness activity because we're only talking about the sounds i didn't ask you to delete the c i said delete the k sound notice that we're talking only about sounds okay so that's very important with phonemic awareness another phonemic awareness activity you can do with your students is substitution where if i said say the word cat and the kids go cat and we say say the word cat and they say cat and then i say say the word cat but switch the k sound with a ba sound and they say bat notice again i didn't say switch the c to a b i said switch the k sound with a sound again we're focusing only on sounds and this is an emergent skill this is when students are just starting to read and it's very important that they understand sounds only all right so that's phonemic awareness now let's talk about phonics phonics is sound letter relationship so let me just write that here sound letter relationships and in this case you have to see the letter let me give you an example in the word phonics the beginning sound is a f sound right but we have this ph here do you see that and we know through our phonics or rules or spelling that a pn and h together make an f sound that is an example of phonics another example of phonics is like in the word make the a is long because it's followed by only one consonant and then a vowel this is a c v c v word right so we know by our phonics rules that that a is long i have to see the word make to know that that long a is there because of the k in the e so we are talking about sounds but they're attached to letter relationships okay and so it's kind of like a step up from phonemic awareness phonemic awareness is just the sounds phonics is sound letter relationships now as we put these together they make phonological awareness here which is the overarching skill by using phonemic awareness phonics syllables all kinds of different skills putting them together to have phonological awareness now we often see with new teachers they kind of mix up these words because they all start with a ph and they all kind of mean the same thing and they all have to do with emergent readers but one thing you can remember is phonemes in phonemic awareness phonemes are the smallest units of sound so if i said to you how many phonemes are in the word bat you would say three ba there are three sounds so three phonemes in the word bat so that might help you there and phonics i always remember this like hooked on phonics do you guys remember that um hooked on phonics worked for me that was that program a long time ago where it taught students spelling and understanding of words so that is phonics and then phonological awareness phonological means you kind of understand all of this together and you put it together to uh read words to understand words so those are the first three of the fab five when we're talking about emergent readers now number four of the fab five is vocab and vocab is really important because students have to have an understanding of what a word means in order to get that comprehension and to put it all together in their reading now one thing i'd like to focus on when we talk about vocab specifically for the reading certification exams is that you always want to be working with students vocab in context so answer choices that have to do with copying definitions down and from a dictionary or a glossary typically are not the correct answer now i know that when we were kids and it probably happens today the teacher would say all right for the next 30 minutes copy down all the words from the glossary and write the definitions and that's just busy work that's not really teaching anybody vocabulary so in context is when we actually use the vocabulary words so maybe we're reading and we stop at a difficult word we use our phonemic awareness phonics and phonological awareness to kind of sound it out and understand it maybe we look around the word to find meaning maybe we use it you know in three correct sentences maybe we use it in our writing that's that in context and that's where the learning is happening because that's a more powerful activity than just copying something out of a dictionary so just a quick tip if you're taking a certification exam and there's an answer choice about vocab that says copy it out of the dictionary i know you might have done that as a kid and i definitely did that as a kid but it's not the right answer the best answer choices are going to be those that include an activity in context another thing that i love is an interactive word wall and i'm going to show you how to do that at the end of the presentation but interactive word walls are amazing that's when kids walk up and grab the vocabulary word off the wall and kind of interact with it look at it maybe talk to their friend about it analyze it evaluate it those are really good very powerful tools and i'm going to give you an example at the end of the presentation that you can actually use in your classroom of course application is going to be huge you want to apply those words in context and then here we have the queuing systems and i'm going to go through that in just a couple of minutes okay the queuing systems are how we show students how to identify words and you'll definitely see questions about that on any reading certification exam where you're talking about teaching students vocab now let's talk about vocab in a sense when we talk about tier one through three words okay so as you can see here we have tier one two and three and this is going to be important when you're thinking about vocab especially on those certification exams so tier one words i like to think of those as sight words those are words that you see constantly in text so these are going to be words like said and where and when and should and could just things that you are constantly seeing in the printed text okay these are words students typically should memorize so that they're not trying to sound them out they need to be automatic so that students can move through the text quickly without sounding out those words tier two words are a little bit more complex those are words like perfect complicated maybe impressive those are words we see a lot in text you know those are words you're going to see probably everywhere but they're much more complicated than your sight words or those words that you see all the time so you're going to see them a lot but there's still words that students are going to maybe have to sound out and kind of figure out and then tier three words are those domain specific words or those academic words those are going to be words that are specific to an academic area for example in biology the word nucleotide right that is not a common word you're not going to see the word nucleotide in the newspaper typically unless it's a unless it's a science piece or something like that or a word like plasma membrane right that's another science biology word that's not going to be in a typical story when students are reading so those are domain specific vocab words and you're really going to have to teach those almost in isolation so that students can kind of understand what that word means and then apply it to their science text right so those are the three tiers of vocab it's very helpful to know these especially for a certification exam you will most likely get some sort of question on tier one tier two and tier three words when taking the teaching reading exam or the reading specialist exam on the praxis now we're still in vocab that's number four of the fab five but i do wanna go through the cueing systems also known as the cognitive systems for figuring out vocab words now this kind of overlaps into phonics and phonological awareness as well but i shoved this into the vocab section because typically students are like learning new words and trying to sound them out and trying to figure out what they mean so i thought the cueing system cognitive systems would work here so you may be familiar with these we have semantic syntactic graphophonic and pragmatic now typically you'll hear about the three queuing systems these three here but the pragmatic one pops up every once in a while and this has to do with how a word is used in conversation or in social context all right so let's take a look at semantic queuing systems notice we have this m here semantic i like to match that m with meaning all right so students are going to use meaning to figure out a word that they don't understand and i'm going to model this for you in just a second so a a question they might ask themselves as they're trying to sound out this word is does that make sense right so it might be anything where they're trying to sound out a word and they kind of put in the wrong word and it's like wait that doesn't make sense that kind of triggers their brain to go oh that's not the right word okay so that's the semantic cueing system then we have the syntactic cueing system now this is is it grammatically correct or structurally correct you know it is it a verb is it a noun is it an adjective is it supposed to go there is that how it's supposed to sound you know kind of deal so make sure that when we're talking about syntactic we're thinking about grammatically correct then the third cueing system is graphophonic notice that we have this graphophonic there and this has to do with the rules spelling or phonics all right so and i'm going to model that for you in just a second but that's going to be like you know long a if i'm sounding out a word and i see that a next to a consonant and then another vowel i know that that a is going to be long you know those different phonics rules that we've taught students as they sound out words and then finally like i mentioned before pragmatic is going to be more about in social context or used in conversation does that word kind of make sense based on how it's used in conversation yes semantic and pragmatic kind of go together in that you're kind of making sense of the meaning and how it's used but they are separated out on some certification exams and in some publications so i i separated them out here but just know semantic is meaning syntactic is structure and grammar graphophonic is the phonics and pragmatic is how it's used in a social construct all right now let's see what that looks like as a student like if you're trying to sound out words so here i'm going to go through the graphophonic and the semantic cueing systems with this example here now let's say this is the word the underlined word that stu the student is having trouble figuring out right so let's start with the semantic way or the semantic queuing system in which i would do this if i was a student i said i can't wait to wreak recover receive my christmas gifts and then i see huh i don't know what that word is that's a weird word but i see christmas gifts and i know that i oh i receive christmas gifts right so that's where the student might be able to get the understanding of the word and say the word based on this meaning here now this is semantic we're going with meaning we know the meaning of christmas well the meaning of christmas i'm sure is not gifts but we know we get gifts on christmas to get means to receive and maybe in that case the students would be able to use the semantic queuing systems by seeing christmas gifts to understand the word receive all right now let's talk about the graphophonic way in which students would kind of sound this out now graphophonic means that we're using the phonics part of the word so let's say i am a student i say i can't wait to wreak my christmas wait a minute the c is followed by an e and i know if a c is followed by an e i or y it makes a s sound right so that's a that's a phonics rule so i would have sounded out this word based on the if a c is followed by an e i or y it makes us sound that's phonics that would be the graphophonic queuing system now let's talk about the syntactic and pragmatic way to kind of figure out words so let's say students are kind of reading through and let's say this is um something like a close c-l-o-z-e activity a close activity is when they fill in the blank it's usually a vocab activity um it's also you know a pragmatic or a syntactic activity so let's just say here it says my neighbor goes to a blank school now let's do the syntactic queuing system here well i know that in this area here it's going to probably be an adjective right because i have a noun here so i'm not going to have two nouns together right and adjectives describe nouns so i might use that information to put the word maybe private school in there something like that now also notice i have the a here if i had the word and here i would need to have something where it's like an um elaborate school or an advanced school something like that because the and the a n only goes with certain types of words so that would be another syntactic cueing system that you could use but in this case we have a and i know this is going to be an adjective because it's going to be describing school notice i'm using my structure and my grammar to figure out what goes in the blank now with the pragmatic we would also kind of come to the conclusion of private school because in our normal kind of speak and the way we talk in a social setting you know we typically say public school private school expensive school you know those are the kind of words that go with school so that's the kind of way you would use it in a pragmatic manner all right so that's the four ways or the four cueing systems in which students can kind of figure out those difficult words as they're reading through the text remember semantic is meaning match that m up with meaning syntactic is structure syntax means uh structure graphophonic is going to be your phonics and pragmatic is going to be how is it used in a social context and does that kind of make sense socially when we're talking to each other normally in our conversations now the last part of the fab five of reading is going to be the essence of reading which is the comprehension right that's where we want students to be we do the first four phonemic awareness phonics phonological awareness and vocab to support comprehension that's what we want students to have is the comprehension so when we get to the fifth portion we're also going to be talking about metacognition i wanted to squeeze that in there it's not technically part of the fab five but it's certainly a part of comprehension because metacognition means thinking about your thinking and when we use metacognition and we when we teach students about metacognition we're showing students how to use those cueing systems how to identify tier one two three words how to use that phonemic awareness phonics graphophonic and phonological awareness to get to that comprehension so when we say metacognition we're showing students how to use their brains to get to comprehension so let me give you an example let's say that i'm doing a read aloud think aloud with students and i stop at a difficult word and i kind of show students how to sound out that word or hmm i'm going to read around this word to see if i can make sense of it or let me go down here into the highlighted section and see if there's a definition to this word showing students how to use their brain is metacognition and it's very very very important when it comes to comprehension now when we talk about comprehension we're talking about you know these pictures in the brain right as students read they're picturing what's going on i'll give you an example i put this little house here whenever i read i don't know why but this always happens whenever i read a story that takes place in like a town or whatever i always picture the new england town where my aunt lives we say aunt not aunt um and she has this amazing old-fashioned house it was actually part of the underground railroad it's got like secret tunnels and rooms in her house it's really cool it's an old-fashioned farmhouse and it's up on a hill and it's like the quintessential new england home it just is gorgeous i love it but whenever i read a book set in new england it's always set in that house the characters are in there the characters are on the back porch they're on the front porch they're up on the hill and it's just the way my brain works i always picture that house and um it's really it's just the way it goes and i'm sure you guys have a similar situation when you're visualizing stories and so that's kind of that comprehension that we use our brains for and students are going to do the same thing so you want to show them how to do that they're also going to generate pictures that are random as well like here a bird or a bird cage or or a beach scene or something like that but we always want to encourage students to do that imagery in their mind we want to give them exercises and activities that help to foster that so think of this graphic here when we're talking about comprehension and metacognition because of course we want to think about metacognition in terms of i'm going to teach you how to use your brain metacognition cognition is thinking meta means getting down even deeper to think about your thinking all right and then of course comprehension visualizing putting those pictures into your brain so that you can then predict summarize paraphrase come up with alternate endings all of those higher order thinking skills that come with comprehension all right so those are the fab five of reading phonemic awareness phonics phonological awareness vocab and comprehension and so make sure you understand those for your teacher certification exams but now i'm going to show you an amazing interactive word wall activity that you can use at any grade level with your students all right so i'm obsessed with interactive word walls i think they're fantastic to use at any grade level in any classroom today i'm going to show you a biology interactive word wall because that's what i taught when i was a high school teacher but you can use this for any subject area and any grade level so let's hop over here and you can see that i only have six terms here your interactive word wall in your classroom may have 26 terms could have many more all right so this is what i typically would do these are going to be your tier 3 words or your more complicated words for your students obviously this is indicative of a middle school or high school biology classroom but you might teach social studies or you might teach kindergarten or you might teach first grade whatever it is you can adapt this to your classroom now this only has six i would probably do more like twenty or 30 and what i used to do is go into the vocab for whatever section we're going to be in for that month or whatever chapter and i would make you know like long strips of words and i would cut them out and laminate them and on the back i would put some velcro you know those little circle velcro thingies and on my wall i would have you know little dots little velcro dots so that i could change out my interactive word wall you do not want a static word word wall that just stays up all year and doesn't do anything you want to be able to pull those words off the wall and i'm going to show you why in a second so in this case i have six but on my word wall in my biology classroom maybe where we're doing um genetics so i might have 20 or even 30 words that have to do with genetics and maybe once a day or twice a week or something like that we're going to interact with those words and the interaction is where the learning takes place where the power is in this activity all right all right so let's hop over here to my word wall you can see i have six here nucleotide double helix nitrogen base dna rna and dna replication now these might be foreign to you you may not be a biology person and they may be foreign to my students as they walk in that um for that chapter and they may be like nucleotide what is that but what we would do is i would have these words on the wall and an activity might be something like this all right guys um jose i want you to go up to the word wall and i want you to grab any word that has to do with genes and maybe he grabs dna and maybe he grabs nitrogen base okay and so he grabs the dna grabs the nitrogen base and brings it to his seat and maybe i'd say it to the next kid you do that you do that or maybe it's just one word maybe i say you go grab a word that has to do with genes or genetics you grab a word that has stuart genetics or maybe you know you make it more narrowed maybe you say um uh grab a word that has to do with chemistry whatever it is and you go in and and they grab that word okay then they sit down well that's not enough that's nothing they could have just grabbed any word then what we do is maybe they talk with their shoulder partner and explain why they picked that word so let's say i picked nitrogen base i might say well the nitrogen bases are adenine thymine cytosine and guanine and they code for the genes in the dna molecule hopefully you've worked through all that right that would be towards the end of the unit um and so the students you know talk about it and the power is in explaining the word going up grabbing the word pulling it off the wall sitting down and then talking about that word let's say it's the beginning of a unit and um they don't know anything about this i might say something like this jose go up to the interactive word wall and grab a word that you think you've seen before and you think you might know what the definition is or what it means and so maybe he goes up and grabs dna and sits down and maybe another kid goes up and and does double helix and maybe another kid goes up there's only so many left grabs nucleotide or whatever and so i say to jose all right jose you grab dna what do you know about dna so far in your life like what have you heard about and things like that that's a great way to start the background knowledge or the background um activation right and that's a way to use the interactive word wall as a beginning lesson before you even start anything this is a great formative assessment having students kind of grab the words they know or grab the words they don't know they could also look at the wall and write down the words they think they know write down the words they kind of might know and then write down the words they definitely do not know and then you can kind of have a discussion about that or a group activity about that but the key is that the word wall does not just stay up on the wall and kids walk by it every day and it's like doesn't move the key is that you're looking at it grabbing it off the wall talking about the words mixing up the words sorting the words maybe you have the kids come up to the wall and sort the words based on certain attributes and things like that that's where that higher order thinking comes in the possibilities are endless with an interactive word wall but the first thing is number one it cannot be static those words have to be able to come off the wall number two it should be changed out when new vocab is introduced so maybe a new chapter a new book a new situation whatever it is they should change so it's going to take some planning and some preparation and some time and the other thing is make sure you're generating a discussion and interaction with the words talking about the words explaining the words and doing all kinds of activities with those words i love interactive word walls i hope you will enjoy this in your classroom and you can switch it up and let me know in the comments how you might use interactive word walls or how you might have used this activity and how it went remember if you try the interactive word wall and it fails miserably try it again don't give up on an awesome strategy just because it crashes and burns the first time you do it i remember many days when i had planned out a beautiful lesson beautiful activity like this and uh did it the first period and it was a hot mess a terrible situation but after second period third period fourth period i got better and better and it becomes a you know staple strategy in the classroom so don't give up on something just because it kind of crashed and burned definitely try it again and tweak it and maybe even ask your students hey what did you like about this interactive word wall lesson what would you like to see me replicate for the next one or what did you not like about this lesson or what did you find most helpful about this activity that will help you make decisions for future activities all right so hopefully that clears things up for you when it comes to the fab five of reading and also that awesome activity at the end hopefully you can use that and apply that in your classroom day to day if you have any questions let us know in the comments thank you so much for watching and don't forget to subscribe and hit the notifications button so you're notified when we upload new content thank you so much and have an awesome day

Channel: Kathleen Jasper

Views: 67,901

Keywords: General Knowledge, GKT, Essay, Math, English, Praxis Core, Praxis II, Professional Education, praxis core, praxis core reading, praxis core reading 5713, praxis core reading 5712, praxis core reading 5733, praxis core reading tips, praxis core reading practice test, praxis core reading strategies, praxis core reading study guide, reading praxis core, reading praxis practice, reading praxis questions, reading praxis, kathleen jasper, kathleen jasper navaed

Id: g6luhHATUFk

Length: 30min 51sec (1851 seconds)

Published: Thu Dec 17 2020