R.I.P. "Sound It Out": What Else Can you Say (TWU)

R.I.P. “SOUND IT OUT”
WHAT ELSE CAN YOU SAY?
FOSTERING STRATEGIC PROCESSING IN EARLY READERS
Lauren Buck, MAEd, NBCT
Chocowinity Primary School, NC
Beaufort County Schools
Reading Recovery® Teacher
Early Literacy Specialist
lbuck@beaufort.k12.nc.us
2014 Billie J. Askew Reading Recovery® & K-6 Literacy Institute
Texas Women’s University, Dallas, TX

Goals for Today...
 Confirm what you already know
and learn something new!
 Strengthen our understanding of
effective prompting.
 Understand the importance of
sound-letter relationships.
 Understand the importance of
teaching children to self-monitor
and do the work to solve a
difficult word.

l i z a r d
b e a r
g a r a g e

40-50% of words cannot be
solved by saying:
“Sound it Out!”

“It is not helpful (or even fair) to a child for us to
prompt with “sound it out” when the word is said,
night, know, or any of the other gazillion words
that do not follow basic phonics rules.”
~Johnson & Keier, 2010

What do I do? How?
What is the QUICK fix?

Decodable Texts
 Should be used for:
 Sight Word Practice
 Fluency
 Easy reads in Stations
 Phonics Practice
 Should not be used for:
 Comprehension
 Meaning-Making
 Struggling Readers

Spelling Lists & Word Families
Fry
Sight
Words

The “sense” in Nonsense Words
When a child sees this…
m i k
f o d
t r a s p
…What do they think?
…What do you think?

Programs
DON’T
Teach!
Teachers
DO!

“Once a reader is using a set of strategies that
enable him to monitor his own reading and check one
source of information with other sources in a
sequential solving process then engaging in these
activities serves to extend the potential of the
reader.”
~M. Clay, Becoming Literate

Building the Cueing System
Behaviors to
encourage:
 Rereading
 Monitoring
 Checking
 Confirming
 Self-Correcting

Selecting Appropriate Texts
 Knowledge of the STUDENTS
Instructional Reading Level (90-94%)
Strengths and Needs (reading/writing)
Interests
 Knowledge of the TEXTS
Familiar concepts/characters
Theme/Genre
Appropriate Challenge
Print features and layout
Picture Support (visualize)
Length (stamina)

Who is Monitoring?
Self-Monitoring Leads to STRATEGIC Problem Solvers!

Self Monitoring
 When Does Self-
Monitoring Occur?
 After correct responding
 After error
 At point of difficulty
 What are the Signs of
Self-Monitoring?
 Stopping
 Looking Puzzled
 Frowning
 Complaining
 Repeating a line
 Placing finger in text
 Appealing
Susan Duncan, 2012

Examine YOURSELF as a Teacher!
“The intent is not to find an
excuse for the lack of progress,
or a label to explain the child’s
difficulty, or to state what was
wrong with the child’s past
experience at home or at school.
The intent is to find a way to get
around the road block and re-establish
accelerated learning.”
~M. Clay, 2005

I can see a [t/r/a/mpoline].
VIDEO

“Selection of appropriate errors
to attend to is a skill teachers
have to develop…”
~McNaughton, 1981
 Teacher Behavior that
Doesn’t Help:
 Intervening at point of error
 Using inconsistent
language
 Identifying the error for the
child by words, actions or
intonation,
 Prompting for fixing before
finding the error
 Tolds

“What is spoken to
the child is later
said by the child
to the self, and
is later
abbreviated and
transformed into
the silent speech
of the child’s
thought.”
~R.Tharp and R. Gallimore, 1989

Noticing Meaning-What Makes Sense?
 The brain looks for the most meaningful sign or
piece .
 Why do we read? To gain meaning—to get a
message.
 We teach early readers to notice pictures to
teach them how to visualize and hold the
“meaning” in the head while reading.
 We read using context…what makes sense?
What would fit?
 Think about how vocabulary matters here!

Jasper is [e/a/t/ing] tuna
fish.

Kitty is hungry.
“[Man], [man].”

My big brother [tried to…] him.

YOU TRY...
Here is a hot dog for you to
_______.

Noticing Visual-What Looks Right?
 Word Constructing
 Directionality (everything works L-R), SLOW CHECK
 Features of letters (begin with a line, circles, etc)
 Letters make up words (show me first/last letter,
capitals)
 Spacing within words (does it look like a word?)
 Changing vowels (map, mop)
 Beginning letters (blends/digraphs)
 Inflectional endings (ing, ed, s)
 Onset/Rime (cat, mat, sat)
 Taking words apart (chunking)

The daisy [walk/woke/wakes] up.
VIDEO

Jack is [in] to bed.
SLOW CHECK!

Ben is looking
at a [dinosaur] card.
Ben’s [dinosaur] cake is a
dinosaur!

“Here is the [basket] basket,”
said Mom.

Helping Letter Confusions
p b q d a
 Always prompt for meaning first when the error
is in text.
 Teach tactile ways of remembering (movement).
 Carefully discuss letter formation. HANDOUT
 Letter sorting (make links). HANDOUT
 WRITING!

YOU TRY...
She [pulled] her tooth.

Make Links to Known
 The-the
 Can-Can’t-Cannot
 Oh look! Oh dear!
 Away-Asleep Across-Around
 Inside-Outside Hillside
 Because-Before Behind
 Look-Book
 The-This-That-There
 Write that word, now read it
Nancy Anderson, 2012

Noticing Structure-What Sounds Right?
 All children are language learners so we are all language
teachers
 Becoming literate involves learning a complex language
 We can’t talk, read, or write messages without controlling
structure
 All languages and dialects are structured--this does not
mean your child has a deficit
 Explain how the book works and “book talk”
 Find out what the child can control
 Structure conveys, carries, and forms the meaning
 Choose texts carefully
 Demonstrate and MODEL!

How does the book work?
Tells you what he likes and
then shows you (Here is...)

I’ll/you mad
Or you’ll all get my
bommy-knocker.

“Here you _____, /T/o/m/.”

They [catched] Dan the flying
man.

“Thank you, [you], Tom,” said Dad.

YOU TRY...
______, oh where is Teddy Bear?

Foster Fluency
 Provide familiar reading (Browsing Boxes)
 Listen for pitch, stress, intonation
 Model good reading
 Select texts that lend to fluency
 Make it “sound like talking”
 Put words together (phrases)
 Teach punctuation
 Teacher reads then stops and student starts
 Partner reading
 Video/record reading

Analyzing Strategic Processing
Level 5/D
look__
is_ SC_
m- __T
R

Additional Resources
 Reading Behaviors
Checklist
 HANDOUT
 Written
Comprehension
Question Stems
 HANDOUT

Things to Remember...
 Praise
 Use EXPLICIT language (short, clear, and direct)
 LESS teacher talk
 Wait time
 Limit teaching points to main objective
 Prompt when you know they can, model when they can’t
 Let some things go
 Always link back to MEANING
 Use running records and assessments
 Use more “you” directed prompts
 Incorporate WRITING! Reading and Writing are Reciprocal.

Keep In Mind...
 They’re children…they ARE NOT perfect!
 Be insistent, consistent, and persistent to get
a learning shift!
 You really are a BRAIN SURGEON!
 What you say DOES matter--THINK!

My Contact Information
Lauren Buck
Beaufort County Schools
Chocowinity Primary School
Chocowinity, NC 27817
lbuck@beaufort.k12.nc.us

Resources
 Pat Johnson & Katie Keier (2010), Catching
Readers Before They Fall, Stenhouse.
 Irene C. Fountas & Gay Su Pinnell (1996), Guided
Reading: Good First Teaching, Heinemann.
 Jan Richardson (2009), The Next Step in Guided
Reading K-8, Scholastic.
 Marie Clay (2005), Literacy Lessons Designed for
Individuals (Part 1/Part 2), Heinemann.

R.I.P. "Sound It Out": What Else Can you Say (TWU)

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