The Science of Reading:

The Connection to Instruction and Materials

Facilitator #1 Info Facilitator #2 Info

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 Session Objectives
Participants will:
• Define and describe Scarborough’s Reading Rope;
• Link instructional practices to the strands of the
rope;
• Bridge pedagogy to practice with scenario sorts; and
• Reflect on instructional materials.

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The Science of Reading

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 Why The Science of Reading?
All children… need access to
both the secrets of the
alphabetic code and relevant
experiences with text. They
need both explicit information
about how reading works and
immersive experiences that
show them how to leverage
reading and writing to change
the world.
Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom by Jan Burkins and Kari Yates
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The Reading Rope

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The Reading Rope Strands Defined

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 The Reading Rope Strands Defined
To demonstrate a level of knowledge This strand consists of one standard: finding Structure within a text is the plan, organization, Inferencing is the ability to form an opinion
relative to subject matter. meaning. This strand is a building block of or the way something is arranged from evidence; to reach a conclusion based
knowledge and essential to a thorough on known facts.
Giving students the opportunity to read understanding of text. Semantics is the study of word and phrase
nonfiction and literary texts that reinforce meanings. Semantics relates to the context, the Figurative Language is language expressing
and scaffold what they are learning in their An important element is determining which situation within which something exists or one thing in terms normally denoting
content areas will give them the schema to words require direct instruction and which happens within a text. Semantics also relates another with which it may be regarded as
which they can tie new learning. words students can determine for to connotation, the language that analogous language characterized by figures
themselves using context clues or communicates a feeling or idea that is of speech.
The greatest reading comprehension tool is morphology as appropriate. suggested by a word in addition to its basic
not a set of strategies or tools that are meaning, or something suggested by an object
content-free; rather, it is a well-stocked mind. Texts used are rich and meaningful. Texts used are rich and meaningful.
or situation in a text.
Texts used are rich and meaningful. Syntax is the formation of sentences and the
associated grammatical rules.

Texts used are rich and meaningful.

English Language Arts is not a discrete set of skills,

but a rich discipline with meaningful, significant The ability to segment sounds in speech at the Translating a word from print to speech, Words that can be recognized efficiently at
content, the knowledge of which helps all students syllable, onset-rime and phoneme level. usually by employing knowledge of letter a glance. Note: The goal is that all words
actively and fully participate in our society. sound relationships; also, the act of eventually become sight words. Learning to
Phonemic Awareness is a subcategory that is deciphering a new word by sounding it out. automatically recognize irregular and
Students demonstrate a knowledge of basic print essential for reading, including the awareness regular words makes them sight words that
concepts, which is the ability to locate a printed of individual sounds/phonemes in spoken Connected texts used contain explicitly can support fluency development.
word on a page, distinguish letters from words
words. taught phonetic principles and high Practicing reading using decodable texts
within sentences, match print to speech, identify frequency words. with some irregular words is important. As
parts of a book (front cover, back cover, title page),
move from top to bottom and left to right when
Instruction is well-paced, and immediate students consolidate their alphabetic skills,
feedback is provided to students. Students engage in encoding application, they should practice reading familiar text to
reading, and recognize that print conveys specific which is the ability to determine the spelling
meaning and pictures that may support meaning. build fluency.
of a word based on the sounds in the word.
Readers are exposed to a full spectrum of genres: Instruction is well-paced, and immediate
Instruction is well-paced, and immediate feedback is provided to students.
classic literature, folktales, poetry, satire, menors,
essays, speeches, plays, narratives, treatises,
feedback is provided to students.
founding documents and histories.

Texts used are rich and meaningful.

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The Reading Rope and Skilled Reading

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 Pathway to Comprehension

Image: Canva

Image: Canva Image: Canva

Image: Canva

Reading comprehension actually begins long before

children begin to decode. It begins as they learn to
understand and use spoken language. (Hogan, Adlof and Alozo 2014)
Image: Canva

Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom by Jan Burkins and Kari Yates
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 Strengthening the Rope:
Phases of Word Reading Development
Partial Full Consolidated
Automatic
Pre-Alphabetic Phase Alphabetic Alphabetic Alphabetic
Phase
Phase Phase Phase

Ehri, L. C., & McCormick, S. (1998)

Image: FCRR

Images: Canva

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 Skilled Reading: Ehri’s Automatic Phase
The automatic phase is considered the final phase in
word reading development (Ehri & McCormick, 1998).
Word reading is quick and effortless and most words
encountered have become sight words. Unfamiliar
words are decoded with highly developed automaticity,
and with particularly technical words, readers have a
variety of strategies at their disposal. At this phase, the
reader is able to focus entirely on the meaning of text.
Most proficient adolescent and adult readers have
reached the automatic phase.
How Children Learn to Read Words: Ehri’s Phases by Holly B. Lane, Ph.D.

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 Skilled Reading: Ehri’s Automatic Phase
The automatic phase is considered the final phase in
word reading development (Ehri & McCormick, 1998).
Word reading is quick and effortless, and most words
encountered have become sight words. Unfamiliar
words are decoded with highly developed
automaticity, and with particularly technical words,
readers have a variety of strategies at their disposal. At
this phase, the reader is able to focus entirely on the
meaning of text. Most proficient adolescent and adult
readers have reached the automatic phase.
How Children Learn to Read Words: Ehri’s Phases by Holly B. Lane, Ph.D.

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How Do We Get Students There?

Image: Pixabay

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The Science of Reading:
Instruction & Materials

Image: Canva

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Strong Instruction & Materials Focus Upon:

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 Strong curriculum resources for
teaching will intentionally be
influenced by the word recognition
and language comprehension strands
of The Reading Rope.

Image: Canva
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 Strengthening the Reading Rope:
What Classroom Instruction…
Looks Like Sounds Like Feels Like

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 Strengthening the Rope:
Phases of Word Reading Development
Partial Full Consolidated
Pre-Alphabetic Automatic
Alphabetic Alphabetic Alphabetic
Phase Phase
Phase Phase Phase

Images: Canva
Image: FCRR

How Children Learn to Read Words: Ehri’s Phases by Holly B. Lane, Ph.D.

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 Strengthening the Rope:
Phases of Word Reading Development

Pre-Alphabetic Instruction in this phase should focus on:

Phase • Phonological awareness;
• Alphabet knowledge; and
• Grapheme-phoneme correspondences.

Image: FCRR How Children Learn to Read Words: Ehri’s Phases by Holly B. Lane, Ph.D.

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 Strengthening the Rope:
Phases of Word Reading Development
Partial Instruction in this phase should focus on:
Alphabetic ● Reinforcing letter-sound knowledge and
Phase
phonemic awareness; and
● Placing emphasis on using all of the
letters in each word.

Images: Canva

How Children Learn to Read Words: Ehri’s Phases by Holly B. Lane, Ph.D.

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 Strengthening the Rope:
Phases of Word Reading Development
Instruction in this phase should focus on:
Full Alphabetic • Segmenting and blending phonemes;
Phase
• Attending to every grapheme individually;
and
• Repeated exposures to words with taught
grapheme-phoneme correspondences in
order to promote orthographic mapping.
Images: Canva

How Children Learn to Read Words: Ehri’s Phases by Holly B. Lane, Ph.D.

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 Strengthening the Rope:
Phases of Word Reading Development
Consolidated Instruction in this phase should focus on:
Alphabetic Phase • Recognizing chunks within words; and
• Pronouncing each new word aloud as
students read silently to form spelling-
sound connections and phonological
memory for the word.
Images: Canva

How Children Learn to Read Words: Ehri’s Phases by Holly B. Lane, Ph.D.

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 Strengthening the Rope:
Phases of Word Reading Development
Automatic At this phase, the reader is able to
Phase
focus entirely on the meaning of text.

How Children Learn to Read Words: Ehri’s Phases by Holly B. Lane, Ph.D.

Images: Canva
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Strengthening The Reading Rope Instructionally

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 Strengthening The Reading Rope Instructionally
Students have been reading about Students are reading a text and the teacher During the writing block, the teacher Students are rereading text and
plants and pollination during their has them pause at the word tarnish. The is circulating and helping students identifying examples of figurative
Living Things Unit of Study. A teacher is teacher asks the students to think about the with the editing stage of the writing language. They are then going to use
about to read aloud Give Bees a word's meaning. The students respond that process. With one student, the figurative language in their own
Chance. The teacher asked students to they do not know what the word means. teacher is calling attention to subject- writing.
think about what they already know The teacher has two paper clips. One was
verb agreement.
about bees based on the texts, shiny and the other was not. The teacher
has the students analyze the difference and
photographs and videos they have
holds up the tarnished paper clip. The
engaged with thus far. Students were
teacher says, This paper clip is tarnished.
then asked to share with a shoulder The teacher then has the students reread
partner. The teacher then circulates the the sentence with the word tarnish and
room listening to student responses. discuss with their table team what it means
in the context of the text.

Students are working on analyzing a The teacher is saying word pairs and Students are working on closed Students are working independently
piece of poetry. They are looking at asking students to listen carefully to syllables. Their specific focus is CVC to read and respond to a text. The
each stanza and discussing the meaning the sounds within the words. The short vowel sounds. They are using teacher stops next to a student to
of each stanza and how it applies to the students are to give a thumbs up if the Elkonin boxes and letter tiles for listen in to the reading. The student’s
poem as a whole. words rhyme and a thumbs down if phoneme-grapheme correspondences. reading is effortless. Unfamiliar words
the words do not rhyme. are decoded with automatically.

Students then apply their knowledge to

an accountable text (a decodable
reader) that has CVC short vowel words
as well as learned high frequency
words.

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 Classroom Application

From theory to practice, what should instruction

look like, sound like and feel like in the classroom?

Images: Pixabay 26
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 Instruction: Looks Like
• What does instruction/learning look like?
• What materials/manipulatives are being used?
• What are the teacher and students doing?

Image: Pixabay
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 Instruction: Sounds Like
• What does instruction/learning sound like?
• What are the teacher and students saying?

Image: Pixabay

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 Instruction: Feels Like
• What does instruction/learning feel like to the
teacher or students?
• What does it feel like as an observer?
• How is the pacing?
• How are students engaging with tasks and texts?

Image: Pixabay
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 Instruction: Tie it All Together
• Create a non-linguistic representation that
showcases the instructional implications of your
strand

Image: Pixabay

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 1. Phonological Awareness
Looks Like

Non-Linguistic
Representation
Sounds Like Feels Like

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 Reflection
Self-reflect using a scale of 1-5 for each strand, or element
of the rope. Consider adopted curriculum materials as well
as implementation in classroom instruction.

1 5
Minimal Masterful
use of the use of the
element element
during during
instruction instruction

Image: Canva
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Sources
• Scarborough’s Reading Rope
• Florida ELA Standards and Benchmarks with
Clarifications + Examples
• How Children Learn to Read Words: Ehri’s Phases
by Holly B. Lane, Ph.D.
• Images from Canva and Pixabay

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Thank you!

Image: Canva
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www.FLDOE.org

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